<?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%">Kharisma Eka Putri</style></author><author><style face="normal" font="default" size="100%">Punaji Setyosari</style></author><author><style face="normal" font="default" size="100%">Ratna Ekawati</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING PEER SCAFFOLDING INTO GUIDED INQUIRY LEARNING TO ENHANCE SCIENTIFIC LITERACY AND CRITICAL THINKING AMONG PRE-SERVICE ELEMENTARY SCHOOL TEACHERS</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%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">guided inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">peer scaffolding</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service elementary school teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235491.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">Developing scientific literacy and critical thinking is fundamental to contemporary science education. This study explored whether integrating guided inquiry learning with peer scaffolding could improve the scientific literacy and critical thinking of pre-service elementary school teachers. A total of 226 pre-service elementary school teachers enrolled in the Basic Concepts of Elementary Science course participated in this quasi-experimental study using a pretest-posttest control group design. Students in the experimental group engaged in guided inquiry integrated with peer scaffolding, whereas the control group received conventional teaching. Peer scaffolding was systematically incorporated throughout all phases of guided inquiry and was preceded by a pre-peer scaffolding phase involving briefing and concept reinforcement. Scientific literacy and critical thinking were assessed using validated instruments developed from the OECD/PISA framework and Ennis' critical thinking indicators (Cronbach's α = .835). Data were examined using the Mann–Whitney U test, N-gain analysis, and effect size. The experimental group demonstrated significantly higher scientific literacy and critical thinking than the control group (p &lt; .001), with N-gain scores of .676 and .773, respectively. The findings indicate that integrating peer scaffolding into guided inquiry is an effective approach for enhancing the scientific literacy and critical thinking of pre-service elementary school teachers.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">695-709</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%">Abualrob, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TIKTOK FOR SCIENCE LEARNING: THE INTERPLAY OF TIKTOK AS AN EDUCATIONAL TOOL, USABILITY, SATISFACTION, SKILLS, AND FUTURE IMPACT</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%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Technology acceptance model</style></keyword><keyword><style  face="normal" font="default" size="100%">TikTok for education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575606</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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 growing incorporation of social media into the field of science education encourages the current study to investigate the relationships and interactions of TikTok as an Educational Tool (ET), Pedagogical and Scientific Skills (PSS), TikTok's Ease of Use (EU), its Educational and Future Impact (EFI), and Participant Satisfaction (PS). The study sample consisted of 174 students, including Physics, Chemistry, and Biology majors from the Faculty of Science, and Elementary Education majors from the Faculty of Education who are trained to teach science at the elementary level. Among them, 58 students received training to create educational TikTok videos. Data were analyzed using Structural Equation Modeling (SEM) with SmartPLS 4 in two main stages. Findings indicate that both ET and EU significantly enhance PSS and EFI, with PS serving as a key mediator in improving the learning experience. EU had the greatest impact, highlighting the importance of the pedagogical value of intuitive and engaging design. Grounded in the Technology Acceptance Model (TAM), the study found that users were more likely to adopt TikTok as an educational tool when they perceived it as both beneficial and user-friendly, which in turn contributed to the development of PSS. These findings suggest that TikTok can be an efficient ET, particularly in science education, when designed to enhance engagement and accessibility.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">595-610</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%">Jihoon Kang</style></author><author><style face="normal" font="default" size="100%">Jina Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTIVENESS OF GENERATING AN EXPLANATORY HYPOTHESIS FOR INCONGRUENT RESULTS IN ENHANCING SUBSEQUENT SCIENCE LEARNING</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 hypothesis</style></keyword><keyword><style  face="normal" font="default" size="100%">incongruent results</style></keyword><keyword><style  face="normal" font="default" size="100%">mixed-method approach</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897459.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">While existing studies have underscored the educational benefits of generating explanatory hypotheses (EHs) in response to unexpected outcomes, empirical research on the underlying mechanisms driving their effectiveness in science learning remains limited. Thus, this study aimed to empirically examine the effectiveness of generating an EH for incongruent results in enhancing science learning. Two studies were conducted with 208 students who faced incongruent results out of 578 fifth and sixth-grade students. Study 1 revealed through hierarchical regression analysis that generating an EH predicted enhanced science learning and uncovered the highest predictive power compared to other predictors, including prior knowledge and motivating variables. Study 2 explored the contribution of generating an EH for incongruent results to comprehending scientific concepts through think-aloud protocols and retrospective interviews. The results demonstrated that, unlike students who could not generate EHs and passively acquired information from the text, students who formulated EHs more actively organized information by verifying their hypotheses and paraphrasing the scientific concepts in the text during reading the learning material after generating their hypotheses. The study findings indicate science education direction for future research and broaden the discourse surrounding effective educational practices.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1207-1226</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%">Hana Choi</style></author><author><style face="normal" font="default" size="100%">Ilho Yang</style></author><author><style face="normal" font="default" size="100%">Seongun Kim</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING</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%">eye movement modeling examples</style></keyword><keyword><style  face="normal" font="default" size="100%">learner-oriented intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">South Korea</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693507559.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">579-599</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%">Katerina Salta</style></author><author><style face="normal" font="default" size="100%">Dionysios Koulougliotis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS' MOTIVATION TO LEARN CHEMISTRY AND PHYSICS </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 major</style></keyword><keyword><style  face="normal" font="default" size="100%">gender effect</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ experiences</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1672585587.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</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 pivotal role of motivation in fostering science learning has long been recognized and it is a field of active research worldwide. This research aimed at examining the effect of three different factors (used as independent variables) on shaping the motivation of undergraduate students for chemistry and physics learning via multiple regression analysis. Motivation (dependent variable) was measured via the use of the chemistry and physics-specific versions of Science Motivation Questionnaire II (SMQ II). The participants were 281 full-time undergraduate students in three different academic departments of a Greek tertiary education institution. Students’ gender was shown to exert an effect of small size on their motivation for chemistry and physics learning, while a larger, however mostly small effect, was observed with regard to the students’ academic major. Students’ academic experience from the attendance of physics and chemistry courses was measured via an instrument which was developed specifically for this research, and it was shown to be the most influential factor affecting their respective learning motivations. In addition, strong evidence was provided that the academic experiences acquired during tertiary education have a significantly more intense effect in configuring students’ motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education).</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1191-1204</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%">Hiroyoshi Kinoshita</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING OF CRITICAL THINKING SKILLS BY SCIENCE TEACHERS IN JAPANESE PRIMARY SCHOOLS</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%">critical thinking skills</style></keyword><keyword><style  face="normal" font="default" size="100%">in-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers' training</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1667236818.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</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 importance of critical thinking in science education is widely recognized. However, little research has been conducted on the teaching of critical thinking by teachers. If actual teaching conditions of teachers in the classroom are clarified, effective teaching methods for developing critical thinking in students could be developed. This study administered a questionnaire survey to ascertain how science teachers teach critical thinking in Japanese primary schools. The study population consisted of 291 Japanese primary school teachers with teaching careers spanning 1–38 years. The survey revealed the following. (1) Teachers taught students the importance of conducting experiments by themselves to obtain results. However, teachers did not sufficiently teach students the need to conduct multiple experiments before reaching a conclusion, improve data reliability before making decisions, or examine their conclusions carefully given incomplete data. (2) Compared to teachers with shorter teaching careers, teachers with longer careers taught critical thinking more effectively, particularly in terms of emphasizing positivity and maintaining a healthy skepticism. (3) Teachers who taught emphasized positivity and encouraged multifaceted thinking were more likely to teach about emphasized evidence. The corresponding causal relationship analysis suggests that teaching that emphasizes positivity and encourages multifaceted thinking is key to promoting evidence-oriented instruction.</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%">801-816</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%">Yi-Chun Chen</style></author><author><style face="normal" font="default" size="100%">Fang-Ying Yang</style></author><author><style face="normal" font="default" size="100%">Cheng-Chieh Chang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONCEPTUALIZING SPATIAL ABILITIES AND THEIR RELATION TO SCIENCE LEARNING FROM A COGNITIVE PERSPECTIVE</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%">domain knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">domain-generality</style></keyword><keyword><style  face="normal" font="default" size="100%">domain-specificity</style></keyword><keyword><style  face="normal" font="default" size="100%">educational intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial ability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1581663740.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</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%">Science learning requires visuospatial thinking. Accordingly, spatial ability is regarded as the key to learning science well, but its effects are sometimes not as significant as expected. To this end, this research aims to conceptualize spatial abilities and to clarify their relation to science learning based on an analysis of empirical studies. Content analysis of 39 studies showed that (1) intrinsic-dynamic skills are the most frequently measured, (2) the explored science topics mostly involve well-established knowledge, (3) the effects of spatial ability on science achievement are inconsistent, and (4) educational interventions are not always effective in improving students’ spatial abilities or science achievement. It is argued that domain knowledge interferes with the study results and that domain-specific spatial ability exists, referring to apply spatial-type and domain-specific knowledge. Supported by cognitive theories and empirical evidence, a model is constructed to exhibit the relations between domain-general and domain-specific spatial ability as well as their effects on science achievement. According to the model, the two spatial abilities functionally partially overlap in the operations of spatial skills, and educational experience and malleable spatial skills are reciprocal; however, improvement in general spatial ability, involving the function of the central executive system, is likely limited.  </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%">50-63</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%">Jin Su Jeong</style></author><author><style face="normal" font="default" size="100%">David González-Gómez</style></author><author><style face="normal" font="default" size="100%">M. Carmen Conde-Núñez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE</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%">engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">flipped-classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">R-SPQ-2F</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">study approach</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1576226058.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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 students’ engagement was deemed significant to research due to the changing study structures from course-based to student-centered and competence-based in sustainable science higher education. Still, its change and coping strategies is considered as somewhat unfamiliar learning environment. Research examined students’ engagement to the learning approach of a flipped-classroom model for sustainable science course with the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). It assesses research proposals, which students are utilizing to learning, and engagement and individual abilities as well. The research was conducted with the students enrolled in the “Atmospheric Pollution” course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students’ number reaching higher “deep approach” in their learning increased at the course end, while it can be observed that the students’ number marking “surface approach” below the mean value was slightly lower (pre- and post-test comparison). It can be concluded that students are employing more engagement in their works and enhancing their personal skills as well with the teaching methodology. Results obviously specified that the study structure change was a phase into correct emphasis to improve students’ engagement in the flipped sustainable science education. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">880-891</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%">Arif Rachmatullah</style></author><author><style face="normal" font="default" size="100%">Sariwulan Diana</style></author><author><style face="normal" font="default" size="100%">Minsu Ha</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF CURRICULUM, GENDER AND STUDENTS’ FAVORITE SCIENCE SUBJECT ON INDONESIAN HIGH-SCHOOL STUDENTS’ CONCEPTIONS OF LEARNING SCIENCE</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%">conceptions of learning science</style></keyword><keyword><style  face="normal" font="default" size="100%">gender</style></keyword><keyword><style  face="normal" font="default" size="100%">Indonesia</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary level</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1509214315.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</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%">Conceptions of learning have been known as having influence on students’ learning outcomes, the one of which is science learning as to be a scientifically literate person. Even, the effects of students’ conceptions in learning have been known, but the contributing factors are still vague. This research aims to explore Indonesian high-school students’ conceptions of learning science (COLS), to find out if gender and students’ favorite science subject cause differences in their COLS, and to validate the COLS instrument by using Rasch analyses. Thirty-one items measuring six COLS were administered to 609 Indonesian high-school students. Rasch analyses, an independent sample t-test, analysis of variance (ANOVA), and cluster analyses featuring chi-square tests of interdependence were used to answer the research questions. Based on the analyses, it was found that the COLS instrument was best fitted as six-dimensional. Gender difference was emerged in memorizing, and differences based on students’ favorite science subject were also found in memorizing and calculating and practicing. Finally, the results of cluster analyses showed that Indonesian students were divided into three different classes based on their COLS, and that the clusters were significantly related to the school locations.</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%">797-812</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%">Eunice Eyitayo Olakanmi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF A QUESTIONNAIRE TO MEASURE CO-REGULATED LEARNING STRATEGIES DURING COLLABORATIVE SCIENCE LEARNING</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%">co-regulated learning</style></keyword><keyword><style  face="normal" font="default" size="100%">collaborative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">efforts regulation</style></keyword><keyword><style  face="normal" font="default" size="100%">help-seeking and help-giving</style></keyword><keyword><style  face="normal" font="default" size="100%">monitoring</style></keyword><keyword><style  face="normal" font="default" size="100%">planning</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulated learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481286280.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</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 purpose of this research was to develop a questionnaire that measures students’ self and co-regulated learning processes during science learning. An instrument named Co-regulated Strategies for Learning Questionnaire (CRSLQ) was developed, and its validity and reliability were analysed. Factor analytic evidence from a sample (n=214) of science students indicated that the 21 items CRSLQ consists of four constructs: monitoring, help-seeking and help-giving, efforts regulation, and planning. Cronbach’s Alpha (α) coefficients were calculated for the reliability of CRSLQ scales which ranged from 0.87 to 0.92 and 0.95 for the entire questionnaire. Additional analysis with a second sample (n=40) showed that CRSLQ was an effective instrument for measuring co-regulated learning strategies during collaborative science learning. According to these results, the CRSLQ can be used as a valid and reliable instrument in science education.</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%">68–78 </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%">André Du Plessis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RETHINKING TRADITIONAL SCIENCE TEACHING THROUGH INFUSING ICT LEARNING EMBEDDED BY A ‘LEARNING-AS-DESIGN’ APPROACH</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%">computer laboratory</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1462907838.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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 South African Department of Basic Education (DoBE) has been promoting constructivist learning principles, the development of higher order thinking, the implementation of ICT (Information and Communication Technology) (Department of Education, 2004; Du Plessis, 2014) and the development of critical outcomes such as problem solving, critical thinking, collaboration, self-management, finding and analysing information, developing effective communicating skills, assisting learners to use science and technology effectively as well as promoting effective learning strategies (Department of Education, 2004). The use of ICTs to promote teaching and learning has also been high on the agenda of the DoBE (2004; 2007). However, it appears that the use of ICT within South African schools is ‘bolted-on’ on to the curriculum as an added extra, resulting that integration with school subjects is minimal (Du Plessis, 2010). The above is probably prevalent outside the South African context too in many other schools all over the globe.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-6</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%">Umesh Ramnarain</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ACHIEVEMENT GOAL ORIENTATION OF DISADVANTAGED PHYSICAL SCIENCES STUDENTS FROM SOUTH AFRICA</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 goal orientation</style></keyword><keyword><style  face="normal" font="default" size="100%">mastery goal</style></keyword><keyword><style  face="normal" font="default" size="100%">Performance goal</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</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/2015/987-1425758421.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%">This study attempted to identify the achievement goal orientation of grade 12 Physical Sciences students from disadvantaged communities, and thereafter explain goal orientation by investigating its interaction with teacher, school and parent goal emphasis. The research adopted a mixed methods design involving first a quantitative survey of 300 students from 6 schools using an achievement goal questionnaire developed by Vedder-Weiss and Fortus (2010), followed by interviews with 12 students that served to explicate the trends revealed from the survey. A finding of this study was that disadvantaged Black students have a much stronger performance goal orientation in comparison to a mastery goal orientation. Students perceive the teacher, school and their parent to emphasize such a goal orientation. Despite disadvantaged students being motivated to perform well and achieve high marks in science, the dismal grade 12 results in the national Physical Sciences examination does suggest that a performance goal orientation of students may not be ideal.</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%">139-151 </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%">Reijo Byman</style></author><author><style face="normal" font="default" size="100%">Jari Lavonen</style></author><author><style face="normal" font="default" size="100%">Kalle Juuti</style></author><author><style face="normal" font="default" size="100%">Veijo Meisalo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH</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%">motivational orientations</style></keyword><keyword><style  face="normal" font="default" size="100%">multilevel confirmatory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">self-determination theory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419169253.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The first objective of the present study was to test the factorial validity of the inventory designed to measure students’ motivation to study physics in school. Based on self-determination theory (SDT), it was hypothesised that the four factors of External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation account for the covariances among the items of the inventory. It was also expected that gender moderates the factorial validity of the inventory. A sample of 3626 Finnish comprehensive school students was used. A multilevel confirmatory factor analysis (MLCFA) was used to investigate the fit of the hypothesised four-factor model. The second objective of the present study was to investigate different educational correlates of the four motivation factors. Girls had a statistically higher mean score than did boys for all four factors. Otherwise only minor gender differences were found. Implications for physics teaching are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">379-392 </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%">Michael Skoumios</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIOCOGNITIVE CONFLICT PROCESSES IN SCIENCE LEARNING: BENEFITS AND LIMITS</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%">floating</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">sinking</style></keyword><keyword><style  face="normal" font="default" size="100%">sociocognitive conflict</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/2014/987-1404720105.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 present paper focuses on instructional treatment of students’ conceptions about floating and sinking through sociocognitive conflict processes. In this direction a study was prepared including the detection of students’ conceptions of floating and sinking as well as the design, implementation and evaluation of teaching sequences implemented in 14 year-old students in Greece. Data collection was carried out through interviews and qualitative analysis of the students’ writings and talk during the teaching sequences. The analysis of the students’ writings and talk brought out their different reactions to sociocognitive conflict processes as well as the different learning outcomes of those processes as regards the change and construction of new conceptions.</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%">165-174</style></section></record></records></xml>