<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Irwanto</style></author><author><style face="normal" font="default" size="100%">Eli Rohaeti</style></author><author><style face="normal" font="default" size="100%">Anti Kolonial Prodjosantoso</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERGRADUATE STUDENTS’ SCIENCE PROCESS SKILLS IN TERMS OF SOME VARIABLES: A PERSPECTIVE FROM INDONESIA</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic majors</style></keyword><keyword><style  face="normal" font="default" size="100%">grade levels</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1539418101.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research explored the level of students’ basic and integrated Science Process Skills (SPS) based on their academic majors, gender, and grade levels at the end of a chemistry laboratory course. Convenience sampling was used to select 298 undergraduate students at the Yogyakarta State University, Indonesia. A survey method was used, and the data were collected using the Basic SPS (BSPS) and Integrated SPS (ISPS) Observation Checklist. The results showed that the students’ basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students’ performance based on their majors, gender and grade levels. Surprisingly, it was found that the perception and social convention that males are stronger than females in science appears not to be the case among students. Moreover, there was a moderate positive and significant correlation between students’ basic and integrated SPS. Students with a high basic SPS score had the tendency to obtain a higher integrated SPS score. Therefore, it is concluded that prior to starting lab course activities, lecturers need to determine their students’ process skills in order to plan in such a manner that they can assist to raise their students’ current basic and integrated SPS.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">751-764</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Meng-Fei Cheng</style></author><author><style face="normal" font="default" size="100%">Jang-Long Lin</style></author><author><style face="normal" font="default" size="100%">Ying-Chi Chang</style></author><author><style face="normal" font="default" size="100%">Hsiao-Wen Li</style></author><author><style face="normal" font="default" size="100%">Tsung-Yu Wu</style></author><author><style face="normal" font="default" size="100%">Deng-Min Lin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">explanatory models</style></keyword><keyword><style  face="normal" font="default" size="100%">magnetism</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437679161.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The main purpose of this study was to bridge the gap between how scientists practice and how students learn science. To achieve this, an innovative student-centered curriculum was designed to teach 42 undergraduate students. The program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria to address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism. To address the students’ difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism, the program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria. The results of the study indicated that more than half the students developed scientific and coherent microscopic N-S dipole models to explain observed magnetic phenomena, and students’ understanding of the nature of models was significantly enhanced after the instruction. This study contributes to modeling theory and the methods that can help students self-develop scientific models of magnetism as opposed to rote learning.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">351–360 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Namudar İzzet Kurbanoğlu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF ORGANIC CHEMISTRY ANXIETY ON UNDERGRADUATE STUDENTS IN RELATION TO CHEMISTRY ATTITUDE AND ORGANIC CHEMISTRY ACHIEVEMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">organic chemistry anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425758372.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study was to investigate the effects of organic chemistry anxiety on sophomore undergraduate students in relation to chemistry attitude and organic chemistry achievement. The participants were 228 sophomore undergraduate students, enrolled in organic chemistry courses. Anxiety and attitude were measured using O-CAS and CAS, respectively. O-CA was measured by determining a point total for each student, using the results of exams and quizzes from organic chemistry courses. The results of an ANOVA showed a significant difference in the means for O-CA and chemistry attitudes scores between the low, moderate, and high anxiety groups. The findings also revealed a moderate, significant negative correlation between organic chemistry anxiety and achievement, and a small, significant negative correlation between organic chemistry anxiety and chemistry attitudes. In addition, there was a small, significant positive correlation between chemistry attitudes and organic chemistry achievement.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">130-138</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hezekiah Ukegbu Emereole</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CORRELATES OF CONCEPTUAL KNOWLEDGE OF SCIENCE PROCESSES WITH SOME DEMOGRAPHIC VARIABLES OF UNDERGRADUATE STUDENTS: THE CASE OF UNIVERSITY OF BOTSWANA</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">conceptual knowledge of science processes</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404288846.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The conceptual knowledge of the science process of University of Botswana science students was sought through a questionnaire. Copies of the questionnaire were administered during briefing laboratory sessions in which the students had no practical lab work to do. The expressed conceptual knowledge was scored using a validated list of definitions of science processes. The analysis revealed that there was no correlation between the students’ conceptual knowledge of the processes and their demographic variables of gender, age, present programme of study, year of study, desired profession, secondary school science programme followed, their school and home environments. Their ability to provide correct conceptual definitions did not corroborate their stated level of familiarity with the science processes. No student gave correct definitions for three of the science processes, only 3% and less could give correct definitions for 10 of the 15 processes, and only for the processes of classification and communication were the percentages of correct definitions up to 23.3% and 8.2% respectively. It was suggested that science educators at all levels should ensure that their students acquire both conceptual and practical knowledge of the science processes.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">5-16</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mika Huuhtanen</style></author><author><style face="normal" font="default" size="100%">Jenni Ylä-Mella</style></author><author><style face="normal" font="default" size="100%">Eila Jeronen</style></author><author><style face="normal" font="default" size="100%">Riitta L. Keiski</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A NOVEL APPROACH FOR UNDERGRADUATE RESEARCHER EDUCATION IN ENGINEERING STUDIES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">distance education</style></keyword><keyword><style  face="normal" font="default" size="100%">distance learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering</style></keyword><keyword><style  face="normal" font="default" size="100%">researcher education course</style></keyword><keyword><style  face="normal" font="default" size="100%">undergraduate students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404720206.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The researcher education course for undergraduate engineering students has been developed in the Department of Process and Environmental Engineering at the University of Oulu. The course familiarizes students to research and researcher’s work and aims to encourage them toward a research career. The approach of the course is unique in the field of engineering education in Finland. In this paper, the establishment of the course is discussed in the light changing targets and requirements of higher engineering education. Further, the course development from contact lecturing toward distance education is described. Finally, the possibility to use new and more versatile learning methods together with the traditional lecturing methods is considered based on the feedback given by the students.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">185-192</style></section></record></records></xml>