<?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%">Anwari Adi Nugroho</style></author><author><style face="normal" font="default" size="100%">Sajidan</style></author><author><style face="normal" font="default" size="100%">Suranto</style></author><author><style face="normal" font="default" size="100%">Mohammad Masykuri</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF SOCIO-SCIENTIFIC INQUIRY BASED LEARNING ON STUDENTS' PROBLEM-SOLVING SKILLS</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%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">experimental study</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-solving</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific issues</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%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921620.pdf</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%">Future needs and challenges, especially in complex real-world problem-solving, require education to equip individuals with quality skills. Inquiry-based learning that integrates socio-scientific issues (SSI) can significantly develop students' problem-solving skills. This study aims to test the effects of the Socio-Scientific Real-world Inquiry (SSRI) learning model in improving problem-solving skills. This study used a quasi-experimental pretest-posttest non-equivalent control group design, which involved measuring problem-solving skills before and after the intervention in two groups: the experimental group (44 students) with a socio-scientific real-world inquiry learning model and the control group (46 students) with inquiry learning. Differences in pretest and posttest scores on each aspect of problem-solving skills were analyzed using a paired sample t-test, while an independent sample t-test was used to compare posttest scores between the two groups. Analyze the effect size of each aspect of problem-solving skills in the control group and experimental group using Cohen's Effect Size (ES). The results showed that the SSRI learning model was significantly more effective in improving problem-solving skills than inquiry learning. The findings suggest that SSRI can be an effective learning approach for empowering educators and guiding educational policymakers in fostering essential problem-solving skills for future generations.</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%">149-168</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%">Yinsheng Liu</style></author><author><style face="normal" font="default" size="100%">Wei He</style></author><author><style face="normal" font="default" size="100%">Li Zhao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION</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%">concept achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">individual interest</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">situational interest</style></keyword><keyword><style  face="normal" font="default" size="100%">task order</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/2022/987-1667237111.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%">Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the Do-Discuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students' individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners' development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors. </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%">849-861</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%">Heilo Altin</style></author><author><style face="normal" font="default" size="100%">Margus Pedaste</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION</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%">constructionism</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivism</style></keyword><keyword><style  face="normal" font="default" size="100%">educational robotics</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">LEGO Mindstorms</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem Solving</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%">September/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425808570.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 methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers’ and students’ impressions. However, robotics can be seen as a “tool” to create many approaches to science education, such as inquiry learning and problem solving.</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%">365-377 </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%">Maria Isabel Runnel</style></author><author><style face="normal" font="default" size="100%">Margus Pedaste</style></author><author><style face="normal" font="default" size="100%">Äli Leijen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MODEL FOR GUIDING REFLECTION IN THE CONTEXT OF INQUIRY-BASED SCIENCE EDUCATION</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%">guidance of reflection</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">instructional models</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">technology-enhanced 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%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425757877.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%">Only a limited number of studies have focused on guiding students’ reflection in the context of inquiry learning in science education. In this study, a review of literature about reflection, reflection skills, and reflection levels was conducted in order to develop a new model for guided reflection in the context of science education using the advantages of technology-enhanced learning. The outcomes of the literature review suggest that in the context of science education reflection should be seen as a metacognitive activity that supports the integration of theory and one’s own experiences to learn from experience. It contains active reviewing and conceptualization of regulative and inquiry activities. The main activities of reflection in this context are describing, justifying, evaluating, and discussing. According to the theoretical model, describing can be guided by writing a diary or narrative, justifying by explanation guidance, or evaluating and discussing by role play. Guiding questions can be applied in supporting all activities of reflection.</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%">107-118 </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%">Hakan Y. Atar</style></author><author><style face="normal" font="default" size="100%">Burcu Atar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS’ SCIENCE ACHIEVEMENTS ON TIMSS</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%">HLM</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</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%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419167414.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%">Two-level hierarchical linear modelling was used to analyse data obtained from TIMSS 1999 database to examine the effect of inquiry-based learning on science achievement of eighth-grade students in Turkey. The influence of teachers’ emphasis on scientific reasoning and problem solving and availability of school resources for science instruction on inquiry-based learning and science achievement slopes were also examined. At the student-level, overall plausible values were used as the outcome variable whereas gender, availability of home educational resources, attitude toward science, and inquiry-based learning were predictor variables. At the school level, there were two predictor variables: teachers’ emphasis on scientific reasoning and problem solving and availability of school resources for science instruction. While statistically significant and negative relationship was found between inquiry-based learning and within-school science achievement, there were nonsignificant effects of school-level predictors on inquiry-based learning and science achievement slopes.</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%">115-126 </style></section></record></records></xml>