@article {1370,
	title = {CONCEPTUAL DEVELOPMENT OF 7TH GRADE STUDENTS PROVIDED INQUIRY BASED GEOSCIENCE EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {292-314},
	abstract = {Learning about the Earth through geoscience education is important in order to make informed decisions about the future of the Earth. The aim of this study is to examine students{\textquoteright} conceptual development on geoscience subjects based on inquiry-based learning. 7th grade students participated in this study. The researcher prepared lesson plans and activities connected with the aforementioned subjects in accordance with the inquiry-based learning model. In this study, the "Geoscience Concept Achievement Test (GCAT)" was used in order to obtain quantitative data, and it was applied as a pre-post test and also a retention test. Qualitative data obtained from 8 students, selected from the working group using the maximum sampling method, Science Writing Heuristics (SWH), interviews with the students, worksheets and assessment tests were used as qualitative data collection tools. The geoscience education program was implemented for 8 weeks. The results from quantitative and qualitative data showed that geoscience education positively affected 7th grade students{\textquoteright} conceptual understanding of geoscience subjects. The results of the students{\textquoteright} GCAT pre-test, post-test, retention test, SWH data, weekly interviews with the students and final interviews, revealed that the learning and teaching process applied in geoscience education positively affected their conceptual development regarding the subject of geoscience. },
	keywords = {conceptual development, geoscience education, inquiry based education, mixed methods research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.292},
	url = {https://oaji.net/articles/2023/987-1713273080.pdf},
	author = {Keskin Cevik, G. and Hikmet Surmeli}
}
@article {1362,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {179},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 2, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1713272361.pdf},
	author = {Editorial Board}
}
@article {1346,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 1, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1709891817.pdf},
	author = {Editorial Board}
}
@article {1361,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {177-178},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 2, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1713272328.pdf},
	author = {Editorial Board}
}
@article {1345,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 1, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1709891795.pdf},
	author = {Editorial Board}
}
@article {1368,
	title = {CURRICULUM DEVELOPMENT BASED ON AN INTERDISCIPLINARY CONTEXT-BASED LEARNING APPROACH IN THE CONTEXT OF ELECTRICITY AND MAGNETISM},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {260-279},
	abstract = {This research is a needs analysis study aimed at developing a curriculum based on an interdisciplinary context-based learning approach within the 10th-grade physics course, focusing on the electricity and magnetism unit. The research was designed according to the case study model and data were collected from expert, teacher, and student sample groups through questionnaires and interview forms. Descriptive statistics were utilized for quantitative data analysis, while content analysis technique was employed for qualitative data. The results indicated that the physics curriculum continued to maintain a disciplinary perspective and a classical understanding of physics, with insufficient connection with daily life and adaptation to contemporary conditions. Similar results were identified in the 10th-grade physics textbooks and in-class instructional practices concerning the unit of electricity and magnetism. In this respect, the research identified the needs for developing a curriculum based on an interdisciplinary context-based learning approach to address these negative results. These needs, while enhancing interdisciplinary context-based understanding, can also contribute to the emergence of various opportunities and different perspectives in physics education. It is recommended to identify needs in other subfields of physics as well and develop curricula designed with an interdisciplinary context-based approach for more effective and efficient physics education.},
	keywords = {context-based learning, electricity and magnetism, high school students, Interdisciplinary Understanding, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.260},
	url = {https://oaji.net/articles/2023/987-1713272927.pdf},
	author = {Onur Yal{\c c}in and Fatma Sadik}
}
@article {1352,
	title = {DEVELOPING A KNOWLEDGE MAP FOR THE EARLY CHILDHOOD STEAM EDUCATION: A VISUAL ANALYSIS USING CITESPACE AND HISTCITE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {56-75},
	abstract = {This scientometric analysis explores the evolution and dynamics of Early Childhood STEAM education. Web of Science database is employed as a primary data source and visualization tools like CiteSpace and HistCite are used to systematically investigate 179 publications published between 2008 and 2023. It looks at research patterns to unearth notable shifts in focus and intensity influenced by the COVID-19 pandemic. Keyword analysis reveals the field{\textquoteright}s evolution, from foundational elements to broader dimensions encompassing technology, pedagogy, and gender disparities. A transition towards experiential learning, emotional identity, and professional development is evident, which reflects a pedagogical shift towards comprehensive and inclusive education. Temporal analysis using Citation Burst Analysis delineates phases of research, emphasizing shifts from fundamental exploration to pedagogical methods and experiences. Acknowledgement of influential scholars, collaborations, and global trends underscores events of interdisciplinary partnerships and international collaborations. The study{\textquoteright}s implications highlight pedagogical transformations, gender disparity, and the potential for technology in early childhood education. This could inform policy directions and foster collaborations for innovative education.},
	keywords = {early childhood, knowledge map, STEAM education, visual analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.56},
	url = {https://oaji.net/articles/2023/987-1709892301.pdf},
	author = {Yumeng Li and Abdul Talib, C.}
}
@article {1366,
	title = {DEVELOPMENT AND EFFECTIVENESS OF THE E-SKY MODULE BASED ON PBL IN THE TEACHING AND FACILITATION PROCESS OF EARLY SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {221-239},
	abstract = {In recent years, there has been a growing concern in science education on the enhancement of preschoolers{\textquoteright} knowledge and motivation for concepts by implementing efficient teaching methods. This study explored the development and effectiveness of the E-sky Module in increasing the development of preschoolers in Project-based Learning (PBL) activities conducted both within and outside of preschool. This study employed the Design and Development Research (DDR) approach, incorporating many research methods. During the qualitative interviews conducted in the needs analysis phase, three different themes related to the difficulties encountered by teachers when conducting early science projects were meticulously recorded and analysed. Based on a quantitative analysis completed by three experts in the field, this E-sky Module has been determined to have a substantial level of validity and a satisfactory level of reliability. This is evidenced by a Cronbach{\textquoteright}s alpha coefficient of (p < .82) observed. Moreover, throughout the evaluation phase, four distinct themes were effectively reported, suggesting that this module significantly contributed to the comprehensive development of preschoolers. Hence, future studies should explore the potential of enhancing knowledge acquisition through promoting motivation and the emergence of conducive learning environments in the context of PBL.},
	keywords = {facilitation process, learning module, Project-based learning, scaffolding, teaching pedagogical},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.221},
	url = {https://oaji.net/articles/2023/987-1713272763.pdf},
	author = {Azam Ghazali and Mohamad Ashari, Z. and Joanne Hardman and Abu Yazid, A.}
}
@article {1371,
	title = {DEVELOPMENT OF AN INQUIRY ACTIVITY MODEL EMPHASIZING THE REPRESENTATION OF PRIMARY SCIENCE TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {315-330},
	abstract = {Despite increased research interest in improving students{\textquoteright} scientific inquiry abilities, how to conduct scientific inquiry using science textbooks that are easily accessible to primary school students remains understudied. This study developed and verified an inquiry activity model (IAM) to improve the performance of primary school students in science textbook inquiry activities. Data were collected from sixth-grade primary students (n = 167) to analyze the difficulty level of textbook inquiry activities. An analysis tool was developed, focusing on inquiry skills and process flow. Expert analysis increased the tool{\textquoteright}s validity. The analysis revealed that students possessed low integrated inquiry skills, were partially aware of the inquiry process flow, and could not design experiments. Hence, the IAM was developed to enhance students{\textquoteright} ability to perform textbook inquiry activities and understand the activity phases. It emphasized the flow and representation of the inquiry process for students to easily recall the contents as they learn the interconnectivity between phases. The post-test of the experimental group and the inquiry process flow chart showed significant improvement in all areas of inquiry ability. The scores for {\textquotedblleft}connections{\textquotedblright} and {\textquotedblleft}interconnectivity{\textquotedblright} in the inquiry process flow were high, reflecting the model{\textquoteright}s effectiveness in showing the interconnectedness of all stages.},
	keywords = {inquiry activity model, inquiry phase, primary science textbook, representation in inquiry activity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.315},
	url = {https://oaji.net/articles/2023/987-1713273156.pdf},
	author = {Soyeon Kim and Jung Bog Kim}
}
@article {1351,
	title = {DIFFERENCES IN THE WISHES OF STUDENTS, TEACHERS, AND PARENTS ON INTEGRATION OF SMARTPHONES AND TABLETS IN BIOLOGY LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {45-55},
	abstract = {Smartphones and tablets have permeated various aspects of life. This study explores the differences in wishes between students, parents, and teachers regarding the use of smartphones and tablets in biology classes in the upcoming school year. An online questionnaire was used for the study, which provided eight different scenarios for the use of smartphones for teaching purposes. The data were collected from 934 participants, including 465 students, 282 parents, and 188 biology teachers from various Slovenian lower secondary schools. The principal component analysis revealed the unidimensional structure of the instrument, explaining 59.7\% of the variance (alpha = .91). The results showed that the use of smartphones and tablets for distance learning, teaching purposes, schoolwork and homework is generally desirable. There was less consensus on their use for laboratory and field work, evaluation of knowledge, and biology lessons. The main finding was that the differences between the groups were small or even negligible in terms of effect sizes. Statistically significant differences were found between the focus groups, with students and teachers expressing greater agreement than parents. These findings emphasize the importance of addressing parents{\textquoteright} concerns and understanding the perspectives of stakeholders in order to effectively integrate smartphones and tablets into the classroom.},
	keywords = {differences in wishes, lower secondary school Biology, mobile learning, smartphones and tablets integration, students and parents and teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.45},
	url = {https://oaji.net/articles/2023/987-1709892239.pdf},
	author = {Vida Lang and Andrej {\v S}orgo}
}
@article {1349,
	title = {EFFECTS OF DIGITAL GAME-BASED LEARNING IN STEM EDUCATION ON STUDENTS{\textquoteright} MOTIVATION: A SYSTEMATIC LITERATURE REVIEW},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-36},
	abstract = {STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students{\textquoteright} motivation to learn in DGBL STEM teaching. In addition, students{\textquoteright} previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education.},
	keywords = {digital game-based learning, STEM education, students{\textquoteright} motivation, systematic literature review},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.20},
	url = {https://oaji.net/articles/2023/987-1709892125.pdf},
	author = {Jelena Ili{\'c} and Mirjana Ivanovi{\'c} and Aleksandra Kla{\v s}nja-Mili{\'c}evi{\'c}}
}
@article {1355,
	title = {THE EFFECTS OF STUDENTS{\textquoteright} STANDPOINTS IN ARGUMENTATION REGARDING SOCIO-SCIENTIFIC ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {104-118},
	abstract = {This study examined the effects of students{\textquoteright} argumentation standpoints on their argumentation learning in the context of socio-scientific issues (SSIs). To that end, four kinds of argumentation standpoints were defined: affirmative standpoints, oppositional standpoints, multiple standpoints, and non-standpoints. These four kinds of standpoints allow for six possible combinations of any two of the different kinds of standpoints, which enabled us to conduct six kinds of 2-team format debates. The resulting differences of students{\textquoteright} four types of arguments (i.e., claims, warrants, rebuttals, and qualifiers) generated in six types of debates were examined. This study invited 208 10th-grade students to participate in a quasi-experimental research design. The results showed the affirmative group students demonstrated superior performance in terms of claims and warrants, and the oppositional group students had the largest number of rebuttals. The students in the debate with combinations of affirmative and oppositional groups exhibited the best performance regarding the generation of claims, warrants, and rebuttals. Based on the results, the present study concluded the standpoint had significant effects on the students{\textquoteright} argumentation learning, which suggests that teachers can investigate students{\textquoteright} standpoint on the learning topic of SSI and their prior knowledge about the standpoint before teaching. },
	keywords = {argumentation learning, science education, socio-scientific issue, student standpoint},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.104  },
	url = {https://oaji.net/articles/2023/987-1709892541.pdf},
	author = {Yu-Ren Lin and Tzu-Ting Wei}
}
@article {1376,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {411-412},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 2, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1713273523.pdf},
	author = {Editorial Board}
}
@article {1360,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Other},
	chapter = {175-176},
	abstract = {Journal of Baltic Science Education, Vol. 23, No. 1, 2024
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1709892860.pdf},
	author = {Editorial Board}
}
@article {1357,
	title = {ENVIRONMENTAL ISSUES ON TIKTOK: TOPICS AND CLAIMS OF MISLEADING INFORMATION},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {131-150},
	abstract = {In light of the increasing frequency of misleading information in social media regarding environmental issues, this study aimed to identify misleading information spread through TikTok videos and to discuss why such content is considered misleading, drawing on relevant literature. Hashtags with large numbers of views, such as $\#$climatechange, $\#$sustainability, $\#$pollution, $\#$biodiversity, $\#$environmentalprotection, $\#$environmentalissues, $\#$energysource, and $\#$environmentalproblems, were used for data collection through web scrapper called Apify (https://apify.com/). A total of 29 misleading videos were found. Content analysis was applied to identify and classify the topics and misleading claims. The topics of misleading videos, according to the most frequent mentions, were energy sources, followed by climate change, pollution, biodiversity, and environmental degradation. Among the misleading claims, videos related to pyramids as non-pollutant power plants and conspiracy related to pollution exhibited the highest frequency. The results show various misleading claims in videos related to environmental topics. Also, emphasized the importance of science education in addressing misleading information. In addition, the importance of an interdisciplinary approach for addressing environmental issues was reinforced.},
	keywords = {content analysis, Environmental Issues, misleading information, science education, TikTok videos},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.131},
	url = {https://oaji.net/articles/2023/987-1709892688.pdf},
	author = {Brenda Braga Pereira and Sangwoo Ha}
}
@article {1372,
	title = {EVALUATING THE IMPACTS OF NTC LEARNING SYSTEM ON THE MOTIVATION OF STUDENTS IN LEARNING PHYSICS CONCEPTS USING CARD{\textendash}BASED LEARNING APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {331-351},
	abstract = {This study examined the impact on the motivation of students toward learning physics upon applying the Nikola Tesla Center (NTC) learning system. The research was conducted using a quasi{\textendash}experiment with a pretest{\textendash}posttest non{\textendash}equivalent control group design. The participants considered were a large group of 1371 students, from various grades and mixed genres, selected from the same district in Serbia. The instrument of this research was the students{\textquoteright} motivation toward science learning (SMTSL), which has been adapted to measure the motivation of students and their learning strategies for physics. Statistical analysis included calculations of Cronbach alpha, chi{\textendash}square, Kolmogorov{\textendash}Smirnov (KS) test, independent Samples t{\textendash}test and ANCOVA, and Pearson correlation test. The study found that using the NTC learning system had a positive effect on students{\textquoteright} motivation to learn physics. The experimental group had significantly higher scores on various subscales of motivation such as self{\textendash}efficacy, active learning strategy, physics learning value, performance goal, and learning environmental stimulation compared to the control group. The research results determined that the NTC learning system is an effective method for promoting motivation of students toward learning physics and it can be recommended for implementation in schools. },
	keywords = {experimental design, game{\textendash}based learning, NTC learning system, physics education, student motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.331},
	url = {https://oaji.net/articles/2023/987-1713273237.pdf},
	author = {Bojan Lazarevic and Maja Stojanovic and Jelena Pisarov and Nemanja Bojanic}
}
@article {1367,
	title = {EXAMINING PHYSICS TEACHERS{\textquoteright} DOMAIN-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE COMPONENTS IN LESOTHO SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {240-259},
	abstract = {Pedagogical content knowledge (PCK) is considered an important ingredient in shaping classroom practice. PCK requires valid measurement at domain-specific level on different components excluding the teaching context. While the research focuses on measuring the PCK of unqualified teachers and pre-service teachers, the description of qualified teachers{\textquoteright} domain-specific PCK is often overlooked. The purpose of this study was to measure quantitatively the domain-specific PCK of qualified physics teachers focusing on the five PCK components: content knowledge, pedagogical knowledge, assessment knowledge, knowledge of students and curricular knowledge. Data were collected through the paper-and pencil PCK test that was responded to by 87 Physics teachers teaching the last two years of secondary school. Data were analyzed using the Extended Rasch Model and descriptive statistics. The results revealed that Physics teachers have a low PCK in general and low levels of PCK components, the lowest being content knowledge. The study recommends regular refresher workshops for qualified teachers focused on developing different PCK components, with more emphasis on content knowledge.  },
	keywords = {domain-specific PCK, PCK components, pedagogical content knowledge, physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.240},
	url = {https://oaji.net/articles/2023/987-1713272845.pdf},
	author = {Nthoesele Hlaela and Loyiso C. Jita}
}
@article {1358,
	title = {THE FEASIBILITY AND EFFECTIVENESS OF LIFE SCIENCE IN STEM PRACTICAL LEARNING ENVIRONMENT },
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {151-163},
	abstract = {Building 21st-century life science skills requires educating participants according to STEM abilities. Therefore, this research aimed to examine the effectiveness and feasibility of the STEM ability assessment framework in the practical learning environment. The study uses STEM coffee preparation experiential activity with a Royal Belgian siphon pot to construct a learning environment in the classroom. The study also develops two assessment instruments, a knowledge concept questionnaire, and an entrepreneurial scientific thinking scale, to examine their effectiveness and feasibility in the STEM learning environment. The results of the content validity index reveal the value of good-grade literature for two questionnaires. Kendall{\textquoteright}s coefficient of concordance (ω) of the four reviewers{\textquoteright} responses shows that the inter-rater reliability of the two questionnaires reaches a better level. The Chi-square test found that this STEM learning environment is feasible and effective and will help the participants assess their STEM abilities. The entrepreneurial scientific thinking for preparing beverages of life science is rich in viability and efficacy for instrument creation and assessment. Future research lengthened the extraction process while also improving consistency. Last but not least, more teaching practices and research designs are available. However, the goal is for learners{\textquoteright} STEM aptitude to increase practice depth.},
	keywords = {effectiveness and feasibility, entrepreneurial scientific thinking, life science, Royal Belgian siphon pot, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.151  },
	url = {https://oaji.net/articles/2023/987-1709892744.pdf},
	author = {King-Dow Su}
}
@article {1365,
	title = {IMPACT OF AI ROBOT IMAGE RECOGNITION TECHNOLOGY ON IMPROVING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CELL DIVISION AND SCIENCE LEARNING MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {208-220},
	abstract = {This study explored the integration of neural networks and artificial intelligence in image recognition for object identification. The aim was to enhance students{\textquoteright} learning experiences through a "Learning by Teaching" approach, in which students act as instructors to train AI robots in recognizing objects. This research specifically focused on the cell division unit in the first grade of lower-secondary school. This study employed a quasi-experimental research design involving four seventh-grade classes in a rural lower-secondary school. The experimental group (41 students) were taught via an AI robot image recognition technology, whereas the control group (40 students) were taught via a more conventional textbook-centered approach. The research followed a pre-test design, with three classes lasting 45 min each, totaling 135 min of teaching time over two weeks. Evaluation tools include the "Cell Division Two Stage Diagnostic Test" and the "Science Learning Motivation Scale." The results indicate that learning through teaching AI robot image recognition technology is more effective than textbook learning in enhancing students{\textquoteright} comprehension of the "cell division" concept and boosting motivation to learn science.},
	keywords = {Artificial Intelligence, cell division, image recognition technology, learning by teaching, science learning motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.208 },
	url = {https://oaji.net/articles/2023/987-1713272661.pdf},
	author = {Pei-yu Chen and Yuan-Chen Liu}
}
@article {1354,
	title = {THE IMPACT OF THE OK4R MOBILE PLATFORM ON VOCATIONAL STUDENTS{\textquoteright} IMPROVEMENT OF SCIENCE READING COMPREHENSION AND LOGICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {90-103},
	abstract = {In Taiwan, the education system places a strong emphasis on higher education. Students who perform well in the National High School Entrance Examination are given priority admission to public high schools, while those with lower scores tend to enroll in vocational schools. It{\textquoteright}s worth noting that students with low scores in this examination often struggle with reading and natural literacy, typically scoring below level 2 in PISA assessments.
This study examined the impact of implementing the mobile platform OK4R reading strategy on students{\textquoteright} comprehension of popular science reading and their logical thinking abilities. The research was conducted with two classes of first-year vocational school students.
The findings indicate that when students used the OK4R mobile platform for popular science reading, it had a positive effect on their popular science reading comprehension and their logical thinking skills. Notably, female students outperformed their male counterparts. The study also revealed that several factors, including gender, basic abilities, and other variables, influenced the effectiveness of the OK4R mobile platform for vocational students. Those with lower science scores appeared to benefit the most from this approach.
},
	keywords = {logical thinking, OK4R, popular science reading, reading comprehension, vocational high school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.90},
	url = {https://oaji.net/articles/2023/987-1709892468.pdf},
	author = {Pao-Yin Lin and Pei-yu Chen and Yuan-Chen Liu and Hsiao-Ching Yang}
}
@article {1374,
	title = {THE INQUIRY ETHNOBOTANY LEARNING MODEL: AN INSTRUCTIONAL DESIGN MODEL TO ENHANCE STUDENT ENVIRONMENTAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {377-389},
	abstract = {Environmental literacy related to the utilization of medicinal plants in the community provides a foundation for the younger generation to take an active role and form an attitude of care and responsibility for environmental sustainability. The current research aims to introduce the Inquiry-Etnobotany (IEb) learning model to enhance students{\textquoteright} environmental literacy. The research design applied a pretest-posttest control group design to assess the effectiveness of the IEb model intervention, comparing it with the inquiry and discovery learning models. Upon analysis, notable differences emerged between the pre-test and post-test results across various learning models. Specifically, the IEb model exhibited a substantial difference, indicating significant progress in student outcomes. Similarly, the inquiry model showcased an improvement, while the discovery learning model displayed a slightly smaller change. Furthermore, the disparities between pre-test and post-test outcomes were evident across the different schools involved in the study. The IEb model has a significant impact on enhancing students{\textquoteright} environmental literacy. However, the research results in each school also demonstrate that various learning models enhance students{\textquoteright} understanding of environmental issues despite the different levels of effect. },
	keywords = {environmental literacy, ethnobotany, inquiry model, live laboratory, medicinal plants},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.377},
	url = {https://oaji.net/articles/2023/987-1713273401.pdf},
	author = {Sri Lestari, E. and Sajidan Sajidan and Fitria Rahmawati and Meti Indrowati}
}
@article {1353,
	title = {KNOWLEDGE AND ATTITUDES TOWARD BIOTECHNOLOGY IN STEM EDUCATION AS AN INDICATOR OF SCIENTIFIC LITERACY  },
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {76-89},
	abstract = {Biotechnology has great importance as a socioscientific issue in STEM education. This study aimed to explore the knowledge and attitudes of college students toward biotechnology. A total of 236 university students participated in the study. Questionnaires on knowledge and attitudes towards biotechnology were used for data collection. The results revealed that participants had inadequate knowledge about several basic concepts related to genetics and biotechnology, particularly those concerning genetically modified organisms. The results regarding the attitudes revealed more neutral results. The participants had a neutral attitude towards biotechnology, with mean scores ranging from 2.71 to 3.55. They were generally against buying genetically modified products but supported biotechnology for medical purposes and strongly desired to increase their knowledge about genetically modified products. The participants did not have a negative opinion of biotechnology in general but were critical of its purpose and use. The correlation analysis between knowledge and attitudes produced weak correlations. Offering supplementary resources on biotechnology can enhance students{\textquoteright} and individual{\textquoteright}s understanding and attitudes of this topic.},
	keywords = {attitudes toward biotechnology, biotechnology education, knowledge of biotechnology, socioscientific issue, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.76},
	url = {https://oaji.net/articles/2023/987-1709892394.pdf},
	author = {Ruo-Yang Li and Yu-Yang Ma}
}
@article {1348,
	title = {LIVE-STREAMING PERFORMANCE IN INQUIRY-BASED SCIENCE LEARNING WITH ACTION: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {9-19},
	abstract = {Online teaching has become an imperative approach in today{\textquoteright}s society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers{\textquoteright} viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching.},
	keywords = {educational program, inquiry-based science learning, live-streaming, teachers{\textquoteright} perspective},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.09},
	url = {https://oaji.net/articles/2023/987-1709892061.pdf},
	author = {Jon-Chao Hong and Huei-Ying Ho and Ming-Chou Liu and Kai-Hsin Tai}
}
@article {1373,
	title = {MENDELEEV{\textquoteright}S PORTRAYAL AND MENDELEEVIAN EPONYMS IN CHEMICAL EDUCATION: SIC TRANSIT GLORIA MUNDI},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {352-376},
	abstract = {Scholars as exemplars and their linked eponyms play a significant role in education. Since the discovery of the periodic law in 1869, perceptions of Mendeleev and his eponyms may have shifted. With the aim of assessing the historical and current portrayal of Mendeleev and his eponyms in chemistry textbooks and on the Internet, content analysis of textbooks, including Soviet and contemporary Russian (11) and Ukrainian (16), was conducted. Additionally, an Internet search in 7 languages was conducted to assess the prevalence of Mendeleevian eponyms online. Primary Mendeleevian eponyms are predominantly utilized in the Russian segment of the Internet. While Mendeleev{\textquoteright}s portrayal held significance in mid-20th-century Soviet chemistry textbooks, his presence has dwindled in current Russian and Ukrainian textbooks. This decline is attributed to the obsolescence of associated chemical realities, the disputed priority of Mendeleev, and an ambiguous attitude towards him. The implications of this decline include loss of historical context, reduced memorization aids, impact on critical thinking, disruption of continuity, and reduced humanism in education. The research underscores the importance of a balanced and inclusive approach to science education, recognizing contributions from scientists of diverse backgrounds and perspectives, and highlights the interconnected nature of science education and international relations.},
	keywords = {chemistry textbook, content analysis, eponym, Mendeleev, periodic system},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.352},
	url = {https://oaji.net/articles/2023/987-1713273324.pdf},
	author = {Uladzimir K. Slabin}
}
@article {1350,
	title = {A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS{\textquoteright} SELF-CONCEPT IN SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {37-44},
	abstract = {The purpose of the present study was to examine the effect of individual and school average achievement on students{\textquoteright} self-concept in science. The data of the last four Trends in International Mathematics and Science Study (TIMSS) cycles were used, and a two-stage individual data meta-analysis was conducted to examine the relationship between achievement and self-concept in science. In the first stage, multilevel structural equation modeling was performed for each dataset. Furthermore, the effect sizes were synthesized via meta-analysis with a three-level random-effect model. In addition, moderation analysis was conducted for the year, grade, and degree of stratification in countries. The results suggested a positive and significant effect of individual science achievement on the self-concept of students in science. On the other hand, the relation of the average school achievement was negative. The results were discussed by considering the big-fish-little-pond effect.},
	keywords = {big fish little pond effect, science education, self-concept, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.37},
	url = {https://oaji.net/articles/2023/987-1709892182.pdf},
	author = {Nurcan Kahraman}
}
@article {1364,
	title = {MODERATOR EFFECT OF MOBILE LEARNING ON STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS: A META-ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {187-207},
	abstract = {The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics.},
	keywords = {learning achievement, meta-analysis, mobile learning, physics learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.187 },
	url = {https://oaji.net/articles/2023/987-1713272578.pdf},
	author = {Wahyu Dilla Abdullah and Adilah Afikah and Ezi Apino and Supahar Supahar and Jumadi Jumadi}
}
@article {1347,
	title = {PARENTS{\textquoteright} VIEWS ON THE USE OF AI-BASED CHATBOTS SUCH AS ChatGPT IN HIGH SCHOOL (STEM) EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-8},
	abstract = {As digital technology becomes increasingly available in education, educational researchers around the globe increasingly have to confront how it may affect school students{\textquoteright} academic success. To summarize, the survey I conducted revealed that parents generally hold a positive view of integrating AI-based chatbots such as ChatGPT into high school STEM education, with most believing it enhances learning and should be part of the STEM curriculum. However, the participants{\textquoteright} views diverged on the broader use of such chatbots in high school education, with mixed stances on their impact and adoption in all high school subjects. Moreover, a correlation analysis revealed links between participants{\textquoteright} views on the use of AI-based chatbots in high school education and their geographical origin, as well as their self-evaluated knowledge about the use of such chatbots. },
	keywords = {AI-based chatbots, digital technology, science education, STEM curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.04},
	url = {https://oaji.net/articles/2023/987-1709891975.pdf},
	author = {Markus Sebastian Feser}
}
@article {1375,
	title = {THE PREDICTION OF SCIENCE ACHIEVEMENT WITH SCIENCE IDENTITY AND SCIENCE LEARNING SELF-EFFICACY AMONG CHINA{\textquoteright}S UPPER-SECONDARY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {390-410},
	abstract = {Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs{\textemdash}self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.},
	keywords = {Science Achievement, science identity, science learning self-efficacy, upper-secondary students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.390 },
	url = {https://oaji.net/articles/2023/987-1713273483.pdf},
	author = {Jian-Bo Zhu and Yu-Zhou Luo}
}
@article {1359,
	title = {STUDENTS{\textquoteright} CONCEPTUAL STRUCTURES REGARDING REDOX REACTION: COMBINING MULTIDIMENSIONAL SCALING AND HIERARCHICAL CLUSTER ANALYSIS APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {164-174},
	abstract = {Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students{\textquoteright} conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students{\textquoteright} conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry. },
	keywords = {conceptual structure, hierarchical cluster analysis (HCA), multidimensional scaling (MDS), redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.164  },
	url = {https://oaji.net/articles/2023/987-1709892821.pdf},
	author = {Wenxiu Tang and Yangyi Qian and Hong Wang and Jinju Wen and Jiayi Huang and Xintong Zhu and Yangqian Wang}
}
@article {1356,
	title = {STUDENTS{\textquoteright} REFLECTIONS ON THEIR SCIENTIST- OR ENGINEER-LIKE PRACTICES IN STEM PROJECT-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {119-130},
	abstract = {Students build up their STEM career interest based on their experiences. However, it remains unclear how students reflect on their STEM experiences in light of their understanding of STEM careers. This study aimed to explore how students relate their practices in STEM project-based learning (PBL) with their perceptions of scientists{\textquoteright} and engineers{\textquoteright} work. A randomly selected sample of students (n =142) participating in a STEM event participated in structured interviews regarding the resemblance between their months-long STEM PBL and scientists{\textquoteright} and engineers{\textquoteright} work. The data were coded using content analysis mostly by adopting a bottom-up approach followed by statistical analysis. Results showed that the majority of students claimed that their group had done things like scientists, while only about half of the students acknowledged doing things like engineers. The number and aspects of the students{\textquoteright} mentioned practices were generally limited, with engineer-like practices more divergent and reflecting their stereotype of engineers working as manual laborers. The results also suggest that students tend to neglect the minds-on but hands-off scientist- or engineer-like practices such as raising a question/problem. The findings address the research gap regarding how students reflect on their STEM PBL experiences in light of career development. },
	keywords = {Project-based learning, STEM education, STEM practices, structured interviews},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.119},
	url = {https://oaji.net/articles/2023/987-1709892627.pdf},
	author = {Tian Luo and Jiayue Zhao and Winnie Wing Mui So and Wencong Zhan}
}
@article {1369,
	title = {TOWARDS EFFECTIVE ARGUMENTATION: DESIGN AND IMPLEMENTATION OF A GENERATIVE AI-BASED EVALUATION AND FEEDBACK SYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {280-291},
	abstract = {This study aimed at examining the performance of generative artificial intelligence to extract argumentation elements from text. Thus, the researchers developed a web-based framework to provide automated assessment and feedback relying on a large language model, ChatGPT. The results produced by ChatGPT were compared to human experts across scientific and non-scientific contexts. The findings revealed marked discrepancies in the performance of AI for extracting argument components, with a significant variance between issues of a scientific nature and those that are not. Higher accuracy was noted in identifying claims, data, and qualifiers, as opposed to rebuttals, backing, and warrants. The study illuminated AI{\textquoteright}s promise for educational applications but also its shortcomings, such as the increased frequency of erroneous element identification when accuracy was low. This highlights the essential need for more in-depth comparative research on models and the further development of AI to enhance its role in supporting argumentation training.},
	keywords = {argumentative writing, Artificial Intelligence, automated assessment, natural language processing, web architecture},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.280},
	url = {https://oaji.net/articles/2023/987-1713273011.pdf},
	author = {Hunkoog Jho and Minsu Ha}
}
@article {1363,
	title = {WHAT AND WHO INSPIRED ME TO BECOME A SCIENTIST AND FURTHER A SCIENCE EDUCATOR?},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Editorial},
	chapter = {180-186},
	abstract = {According to Alex H. Johnstone, {\textquotedblleft}most of the concepts we develop in everyday living (such as cars, trees, houses, dogs, and flowers) are based on tangible things; things we can touch, see, smell and taste. {\textellipsis} However, concepts such as element, enzyme, atom, gas, resistance, molarity, entropy, and many others cannot be constructed directly by our senses. Some are one or even two steps removed from direct sensory perception{\textquotedblright} (Johnstone, 2007, p. 8).
The famous Johnstone triangle for the physical sciences (Johnstone, 1982 - see Figure 1) has at one of its corners tangible things, constituting the {\textquotedblleft}Macroscopic{\textquotedblright} or {\textquotedblleft}Macro Level{\textquotedblright}. The two other levels that facilitate further understanding are the {\textquotedblleft}Symbolic and Mathematical Level{\textquotedblright}, which involves symbols, mathematical and chemical equations, as well as graphs and calculations, and the {\textquotedblleft}Submicroscopic{\textquotedblright} or {\textquotedblleft}Submicro Level{\textquotedblright}, which refers to entities such as atoms and molecules, that are so tiny that we cannot observe them either directly or even with the help of a strong microscope; these entitles are objects of thought and we draw conclusions about them through logical thinking and inferences. The emphasis among the three levels varies between the physical sciences, physics and chemistry.  

},
	keywords = {biological sciences, education research, physical sciences, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.180},
	url = {https://oaji.net/articles/2023/987-1713272488.pdf},
	author = {Georgios Tsaparlis}
}
@article {1334,
	title = {ABSENTEEISM AND STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE: IMPACT ON EXAM RESULTS AMONG EIGHTH-GRADE STUDENTS IN MALAYSIA AND SINGAPORE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {991-1010},
	abstract = {Absenteeism and students{\textquoteright} attitudes toward science have an impact on the exam results among eighth-grade students in Malaysia and Singapore. This study employed weighted least squares and quantile regression techniques on the Trends in International Mathematics and Science Study (TIMSS) 2019 data to analyze the net effect of these two factors in influencing the academic performance of eighth-grade students. Given Singapore{\textquoteright}s considerable lead in TIMSS ranking over Malaysia, this research sheds light on modifiable factors that can help Malaysia enhance its national science education. Absenteeism was more pressing in Malaysia than in Singapore, but it significantly influenced exam results in both countries. However, there was no significant difference in attitudes toward science. Results from quantile regression show that these impacts were not uniform across the performance distributions. The study{\textquoteright}s results emphasize that absenteeism, home educational resources, and parental education contribute to the performance disparities between the two countries. These results underscore the importance for policymakers and educational planners in Malaysia to take proactive steps in addressing these shortcomings to improve students{\textquoteright} exam results, to work towards narrowing the performance gap, and to enhance science education.  },
	keywords = {home educational resources, quantile regression, Science Achievement, TIMSS, valuing science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.991},
	url = {https://oaji.net/articles/2023/987-1702728725.pdf},
	author = {Xianwei Gao and Nai Peng Tey and Siow Li Lai}
}
@article {1285,
	title = {ANXIETY AND ATTITUDES OF MIDWIFERY STUDENTS TOWARD SCIENTIFIC RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {381-392},
	abstract = {The attitudes of midwifery students, who are being trained to perform the profession of midwifery in the future, toward doing scientific research are determining factors in increasing the quality of midwifery and strengthening evidence-based practices. Undergraduate education is an important stage in which basic research-related perspectives and skills are gained for health professions. This descriptive study aims to determine the anxiety and attitudes of midwifery students toward scientific research and to examine the variables that affect them. It was conducted at a public university in western T{\"u}rkiye and included 246 undergraduate midwifery students. Midwifery students{\textquoteright} anxiety toward scientific research was found to be low and their attitudes toward scientific research were positive. The attitudes of students who have experience in doing scientific research, participated in scientific congresses/symposia, have the desire to do scientific research under the guidance of a consultant and follow periodicals, were found to be more positive. Anxiety and positive attitude toward scientific research were found to be negatively related. The results of the regression analysis showed that the students{\textquoteright} Research Anxiety affected their Attitude Toward Scientific Research. Students{\textquoteright} experiences of conducting scientific research reduce anxiety and affect attitudes positively. Therefore, undergraduate students should be actively involved in scientific research and activities.},
	keywords = {Health professions education; midwifery student; research anxiety; research attitude},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.381  },
	url = {https://oaji.net/articles/2023/987-1687107755.pdf},
	author = {{\c S}eyda Ferah Arslan}
}
@article {1311,
	title = {ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN STUDENT LEARNING OF MOON PHASES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {719-736},
	abstract = {Many research studies have shown that lower-secondary school students{\textquoteright} scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students{\textquoteright} conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students{\textquoteright} cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students{\textquoteright} conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students{\textquoteright} different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students{\textquoteright} conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students{\textquoteright} conceptual understanding of Moon Phases.},
	keywords = {assessment of conceptual understanding, level division, Moon phases, qualitative analysis, quantitative analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.719},
	url = {https://oaji.net/articles/2023/987-1693508291.pdf},
	author = {Yi Zou and Lizhen Jin and Xiao Huang and Yanbing Li}
}
@article {1337,
	title = {A BIBLIOMETRIC ANALYSIS OF LITERATURE ON ATTITUDES IN STEM EDUCATION IN 2008-2022},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1038-1049},
	abstract = {This study employed a bibliometric analysis of research on attitudes in STEM education to identify patterns and themes within scholarly publications to address a research gap in the current literature. The publications indexed in the SCOPUS database on attitudes and STEM were analyzed to collect data. 173 articles were chosen for analysis. Bibliometric analysis revealed an upward trend in research publications between 2008-2022, with notable increases in 2013 and 2018 and between 2018 and 2022. Curtin University was the institution that contributed the most to the literature during this period. The results also showed that institutions from Australia, Taiwan, and the United States contributed equally to research on attitudes and STEM. Another finding is that the United States had the most publications on attitudes and STEM. The International Journal of Science Education was cited the most, followed closely by The Journal of Research in Science Teaching and Science Education. Barry J. Fraser and Jaquelynne S. Eccles are authors who were cited more than one hundred times in the publications.  Based on the findings, implications for further studies are drawn.},
	keywords = {attitudes in STEM, bibliometric mapping, science education, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1038 },
	url = {https://oaji.net/articles/2023/987-1702728991.pdf},
	author = {Ke Ma and Bei-He Hui}
}
@article {1310,
	title = {BLENDED LEARNING ON WECHAT PLATFORM-BASED SPOC IN LOWER-SECONDARY SCHOOL SCIENCE TEACHING },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {701-718},
	abstract = {This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students{\textquoteright} classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students{\textquoteright} independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum.},
	keywords = {Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.701},
	url = {https://oaji.net/articles/2023/987-1693508213.pdf},
	author = {Tugen Xu and Jiaying Xu and Xiaoqing Xu and Jijian Lu}
}
@article {1333,
	title = {BREAKING GENDER STEREOTYPES: HOW INTERACTING WITH STEM PROFESSIONALS CHANGED FEMALE STUDENTS{\textquoteright} PERCEPTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {974-990},
	abstract = {Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student{\textquoteright}s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students{\textquoteright} mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields.},
	keywords = {female students, gender stereotypes, human images in STEM, role models, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.974},
	url = {https://oaji.net/articles/2023/987-1702728638.pdf},
	author = {{\.I}smail D{\"o}nmez}
}
@article {1272,
	title = {THE CHAIN MEDIATING ROLE OF PERCEIVED FAMILY SUPPORT FOR FORMAL AND INFORMAL SCIENCE LEARNING IN THE ASSOCIATION BETWEEN FAMILY SOCIOECONOMIC STATUS AND INFORMAL SCIENCE LEARNING EXPERIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {232-253},
	abstract = {Students{\textquoteright} informal science learning experiences are believed to strongly influence their attitudes toward science and their abilities in the subject. Factors associated with students{\textquoteright} informal science learning experiences include family socioeconomic status and perceived family support. However, little is known about whether perceived family support for children{\textquoteright}s formal and informal science learning differs significantly. The present study filled this gap by exploring how students{\textquoteright} perceived family support for formal/informal science learning affected the link between their socioeconomic status and their experiences of informal science learning. Survey data were collected from 486 Chinese grade 4-6 primary school students. Structural equation modeling demonstrated that the students{\textquoteright} socioeconomic status and their informal science learning experiences were significantly and positively correlated. This association was chain-mediated through two categories of perceived family support. Specifically, students{\textquoteright} socioeconomic status affected their informal science learning experiences through the separate mediating role of family support for formal science learning and the sequential mediation of perceived family support for formal and informal science learning. These results uncover the role that family support plays in students{\textquoteright} science education; accordingly, parents are encouraged to help their children learn science both formally and informally.},
	keywords = {family support, informal science learning experiences, mainland China, primary school students, socioeconomic status},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.232},
	url = {https://oaji.net/articles/2023/987-1681286585.pdf},
	author = {Xiang-xiang He and Yi-ping Deng and Jian-hua Liu and Guang-yu Sun and Jian-wen Xiong and Yang Xiao}
}
@article {1290,
	title = {CHALLENGES AND OPPORTUNITIES TO TEACHING INQUIRY APPROACHES BY STE(A)M PROJECTS IN THE PRIMARY EDUCATION CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {454-469},
	abstract = {This study analyses the teachers{\textquoteright} perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers{\textquoteright} involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.},
	keywords = {Active learning, primary school teacher, teacher skills, teaching fundamental sciences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.454  },
	url = {https://oaji.net/articles/2023/987-1687108197.pdf},
	author = {Teresa Lupi{\'o}n-Cobos and Jos{\'e} Ignacio Crespo-G{\'o}mez and Cristina Garc{\'\i}a-Ruiz}
}
@article {1295,
	title = {CHINESE PRE-SERVICE SCIENCE TEACHERS{\textquoteright} VIEWS OF THE SOCIAL RESPONSIBILITY OF SCIENTISTS AND ENGINEERS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {538-548},
	abstract = {Scientific and technological research is important to everyone because their results affect humanity worldwide. Although science and technology bring many benefits to humanity, individuals and societies can face the negative consequences of science and technology. To prevent and solve the negative consequences of research in these fields, it is important to educate scientists and engineers to have social responsibility. However, no research has addressed pre-service science teachers{\textquoteright} views of social responsibility in literature. Therefore, this study aimed to explore Chinese pre-service science teachers{\textquoteright} views on the social responsibility of scientists and engineers. The research participants were 194 pre-service science teachers. A social responsibility instrument was administered for data collection. The results showed that participants had high mean scores in five areas of social responsibility and a good awareness of the role of scientists and engineers in addressing problems and risks related to human, environmental, and societal impacts. However, they had lower mean scores in three areas requiring action or involvement. In addition, the results did not show statistical differences by gender or grade level. In light of our findings, we conclude pedagogical and practical implications for teachers and researchers in teaching social responsibility.},
	keywords = {pre-service science teachers, quantitative research, science education, social responsibility, social responsibility of scientists and engineers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.538},
	url = {https://oaji.net/articles/2023/987-1687108620.pdf},
	author = {Shen Zhang}
}
@article {1277,
	title = {CLIMATE CHANGE ATTITUDES, RELATIONSHIP TO NATURE AND PRO-ENVIRONMENTAL BEHAVIOUR OF STUDENTS FROM THREE EUROPEAN COUNTRIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {309-322},
	abstract = {Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students{\textquoteright} knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.},
	keywords = {climate change attitudes, climate change education, climate change knowledge, environmental attitudes, primary school, pro-environmental behaviour},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.309},
	url = {https://oaji.net/articles/2023/987-1681287540.pdf},
	author = {Karel Nepras and Tereza Strejckova and Roman Kroufek and Milan Kubiatko}
}
@article {1325,
	title = {COGNITION AND ATTITUDE TOWARD SUSTAINABLE DEVELOPMENT BEHAVIOR: COLLEGE STUDENTS{\textquoteright} INFORMAL ONLINE LEARNING AS A MODERATION EFFECT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {900-913},
	abstract = {The social responsibility of college students in the later stages of adolescence for sustainable development is emphasized, and the role of universities has become a crucial task. This study aimed to explore the level of college students{\textquoteright} cognition, attitude, and behavior towards sustainable development and the association among them through the moderation effect of informal online learning. The difference verification and structural equation modeling were applied to 559 students who majored in science, and statistical validity was confirmed. Regarding the sustainable development level of college students, there was a significant difference in cognition, attitude, and behavior towards sustainable development between males and females, formal education, and informal online learning. Further, college students{\textquoteright} attitudes towards sustainable development played a significant mediating role between cognition and behavior. The study also found a significant moderation effect of informal online learning on students{\textquoteright} cognition and attitude toward sustainable development behavior. Accordingly, this study suggests that universities should systematically design educational programs to promote college students{\textquoteright} behavioral change toward sustainable development through personal life-oriented learning courses.},
	keywords = {College Student, informal online learning, sustainable development attitude, sustainable development behavior, sustainable development cognition},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.900},
	url = {https://oaji.net/articles/2023/987-1697653956.pdf},
	author = {Qi Liu and Xiaoxia Tian and Younghwan Bang and Kyung Hee Park}
}
@article {1263,
	title = {COMPARING THE EFFECTS OF PHYSICAL, VIRTUAL, AND HYBRID LABS ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL LEARNING OF HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {153-166},
	abstract = {Physical and virtual labs have unique capabilities that can influence how students learn from them. The purpose of this study was to examine the effect of physical and virtual manipulatives on students{\textquoteright} learning of heat and temperature and to examine the influence of various combinations of physical and virtual manipulatives. A total of 205 participants were divided into four groups: only physical manipulatives, only virtual manipulatives, physical-virtual manipulatives, and virtual-physical manipulatives. Students{\textquoteright} knowledge acquisition was tested using Pre-test{\textendash}Post-test design. The results showed that physical and virtual manipulatives are as effective in facilitating students{\textquoteright} learning of state changes, but virtual manipulatives are more beneficial to students{\textquoteright} learning of thermal expansion and contraction than physical manipulatives are. Physical-virtual manipulatives are more effective than virtual-physical manipulatives or physical manipulatives alone are to promote students{\textquoteright} learning of heat and temperature, but this effect is similar to that of virtual manipulatives alone. The results suggest that virtual laboratories can effectively model abstract concepts. The better effect of the physical-virtual operation sequence on learning does not depend on whether the two types of experiments are combined or on the sequence of operations but on the type of experiment when its advantages actually contribute to learning.},
	keywords = {experimental design, heat and temperature, physical manipulative, virtual manipulative},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.153 },
	url = {https://oaji.net/articles/2023/987-1676961317.pdf},
	author = {Yi-Kuan Tseng and Fan-Sheng Lin and Wernhuar Tarng and Yu-Ling Lu and Tzu-Ling Wang}
}
@article {1314,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {743},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 5, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1697653076.pdf},
	author = {Editorial Board}
}
@article {1283,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {375},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 3, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1687107566.pdf},
	author = {Editorial Board}
}
@article {1267,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {187},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 2, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1681286056.pdf},
	author = {Editorial Board}
}
@article {1252,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 1, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1676960052.pdf},
	author = {Editorial Board}
}
@article {1299,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {563},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 4, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1693763675.pdf},
	author = {Editorial Board}
}
@article {1330,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {951},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 6, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1702728271.pdf},
	author = {Editorial Board}
}
@article {1341,
	title = {THE CONTEXT CONDITIONS STUDENTS{\textasciiacute} REPRESENTATIONS OF THE HUMAN NUTRITION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1089-1102},
	abstract = {The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.},
	keywords = {evaluation context, model representation, nutrition model, preservice teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1089 },
	url = {https://oaji.net/articles/2023/987-1702729294.pdf},
	author = {Teresa Zamalloa and Araitz Uskola and Ainara Achurra}
}
@article {1296,
	title = {CORRECTION ON USING COMICS FOR CLIMATE CHANGE IN SCIENCE EDUCATION: STUDENTS{\textquoteright} SOLUTIONS AND AESTHETIC SUBTLETIES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {549-558},
	abstract = {Issue date: 15 April 2023 

Original Paper: Alp, G., \& Coskun Onan, B. (2023). Using comics for climate change in science education: Students{\textquoteright} solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215

Abstract. Erratum for {\textquotedblleft}Alp, G., \& Coskun Onan, B. (2023). Using comics for climate change in science education: Students{\textquoteright} solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215{\textquotedblright}.  
Keywords: erratum 

This document presents the appendices belonging to the published article.
},
	keywords = {erratum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.549},
	url = {https://oaji.net/articles/2023/987-1687109015.pdf},
	author = {Gamze Alp and Coskun Onan, B.}
}
@article {1320,
	title = {CORRELATION BETWEEN ENERGY METAPHOR AND EMPATHY TENDENCY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {813-832},
	abstract = {Creating a metaphor for the concept of energy can contribute to the determination of the mental structuring of the concept of energy. Pre-service teachers{\textquoteright} metaphors about the concept of energy were classified according to traditional and scientific fields. The metaphors produced by the mathematics and science teacher candidates for the concept of energy consisted of structural and abstract concepts, approximately 60\% of them were the continuity of life and 40\% were science categories. While pre-service mathematics teachers mainly produce metaphors for biology, pre-service science teachers produce metaphors mainly for physics. Empathic tendency scores and levels of pre-service teachers were determined. Pre-service teachers have a high level of empathic disposition and predominantly see the other person{\textquoteright}s problem and emotion as their own. There was no quantitatively significant difference between traditional metaphor types and empathic tendencies. It is understood that the pre-service teachers have high empathic tendencies, and mostly in the sen stage, the concepts related to the continuity of life are primarily used in developing metaphors related to the concept of energy, and they tend to produce structural metaphors. Metaphor and empathy will contribute to the determination of mental models and the establishment of a connection between the fields of science.},
	keywords = {empathic disposition, energy metaphor creation, relationship identification},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.813},
	url = {https://oaji.net/articles/2023/987-1697653576.pdf},
	author = {Mustafa Erdemir and Kandil {\.I}nge{\c c}, {\c S}.}
}
@article {1282,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {373-374},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 3, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1687107523.pdf},
	author = {Editorial Board}
}
@article {1298,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {561-562},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 4, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1693507251.pdf},
	author = {Editorial Board}
}
@article {1251,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 1, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1676960019.pdf},
	author = {Editorial Board}
}
@article {1329,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {949-950},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 6, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1702728220.pdf},
	author = {Editorial Board}
}
@article {1313,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {741-742},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 5, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1697653050.pdf},
	author = {Editorial Board}
}
@article {1266,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {185-186},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 2, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1681285985.pdf},
	author = {Editorial Board}
}
@article {1321,
	title = {DETERMINING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING ABOUT STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {833-850},
	abstract = {STEM education is included in education programs by many countries on a global scale. Pre-service teachers are also expected to apply STEM education in their future classrooms. The aim of the research was to determine how pre-service science teachers perceived STEM education, whether they adopted it or not, whether they thought of themselves as sufficient, and the environment and situations that affected their STEM experience. The understanding of the pre-service science teachers was tried to be determined before the theoretical STEM education, after the theoretical education and after the STEM application. The study group of the research consisted of a total of 66 pre-service teachers. Content analysis results of the interviews were carried out in three stages. It was found that there was no single STEM definition that pre-service science teachers agreed on. The training provided increased the STEM competency levels of pre-service science teachers. However, the majority of pre-service science teachers defined themselves as having intermediate competence in STEM education. Pre-service teachers adopt STEM education and believe that it will contribute to students. Pre-service science teachers had the most difficulty in disciplinary integration during the STEM theory and practice education. The most preferred model after both theoretical knowledge and application was the problem-based STEM model. },
	keywords = {content analysis, pre-service science teachers, STEM education, STEM understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.833},
	url = {https://oaji.net/articles/2023/987-1697653649.pdf},
	author = {Gonca Ke{\c c}eci}
}
@article {1306,
	title = {DEVELOPING AN ATTITUDE SCALE TOWARDS SCIENCE AND TECHNOLOGY COURSES: A STUDY OF VALIDITY AND RELIABILITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {641-652},
	abstract = {Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS{\textquoteright}s construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students{\textquoteright} attitudes towards the teaching process, with 13 items. The second dimension assesses students{\textquoteright} negative attitudes, including five items. The third dimension evaluates students{\textquoteright} attitudes towards experiments, containing five items.},
	keywords = {attitude scale development, attitude toward science and technology courses, science and technology lesson},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.641},
	url = {https://oaji.net/articles/2023/987-1693507893.pdf},
	author = {Sinem Yalgin and Kemal Akkan Batman and Mert Bastas}
}
@article {1294,
	title = {DEVELOPING AND VALIDATING AN INSTRUMENT TO ASSESS NINTH-GRADE STUDENTS{\textquoteright} ONLINE METACOGNITIVE SKILLS IN SOLVING CHEMISTRY PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {520-537},
	abstract = {Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students{\textquoteright} online metacognitive skills in science education. This study aimed to evaluate ninth-grade students{\textquoteright} online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students{\textquoteright} online metacognitive skills. Nearly 70\% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4\% of the students could make attributions about their cognitive performance.},
	keywords = {assessment instrument, chemistry education, problem-solving skills, Rasch Measurement Model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.520},
	url = {https://oaji.net/articles/2023/987-1687108540.pdf},
	author = {Yating Zeng and Shaohui Chi and Zuhao Wang and Xiaosong Zhuang}
}
@article {1253,
	title = {A DIDACTIC UNIT ON MATHEMATICS AND SCIENCE EDUCATION: THE PRINCIPLE OF MATHEMATICAL INDUCTION },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-9},
	abstract = {Among the mathematical methods which are taught in the last years of almost every high school, the mathematical induction deserves particular attention. It can be used both to define mathematical entities and to prove theorems. The second use is more common at high school level and is easier. Thus, I will basically focus on it, though analysing in depth two definitions by induction. The aim of this contribution is to offer the basic elements for a didact unit which could be developed in six/seven hours of lesson. 
In this editorial a didactic unit has been proposed. Here only the basic elements have been given. The unit might be enriched by tracing the history of the inductive principle, which is interesting and formative from an educational standpoint (see, e.g., Palladino-Bussotti 2002). From an epistemological-methodological perspective, it should be pointed out that mathematical induction is a method of proof, but not a method of discovery. It is not a heuristic procedure. The presentation of an organised set of lessons on the principle of mathematical induction is significant and appropriate in the last years of high school because: 1) it introduces the learners within a method typical of whole numbers; 2) it connects mathematical issues with logical ones; 3) it is useful in order to clarify the difference between the way of reasoning connoting mathematic and that typical of empirical sciences. Hence, it is also useful in a science education context; 4) it can be related to the history of mathematics, so as to show that mathematics is also a humanistic discipline, born from conceptual problems, and not only a technical one; 5) it has also connection with epistemological themes linked to the heuristic of mathematics.  },
	keywords = {educational importance, mathematical induction, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.04 },
	url = {https://oaji.net/articles/2023/987-1676960178.pdf},
	author = {Paolo   Bussotti}
}
@article {1269,
	title = {THE EFFECT OF ONLINE ARGUMENTATION AND REFLECTIVE THINKING-BASED SCIENCE TEACHING ON SIXTH GRADERS{\textquoteright} COGNITIVE ABILITIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {192-203},
	abstract = {The effect of online argumentation and reflective thinking-based science teaching on sixth-grade students{\textquoteright} epistemic cognition, metacognition, and logical thinking was explored in this study. The research was carried out in the 2020-2021 academic year when all teaching was online due to Covid-19. Students in the study sample were mostly from middle-class families. Students were divided into two groups for one semester; one received online argumentation and reflective thinking-based science teaching (experimental group) whereas the other received only online science teaching (control group). The exploratory factor analyses yielded two factors for epistemic cognition and metacognition questionnaires whereas the logical thinking test was found to be unidimensional. According to the results, experimental group students scored higher than control group students in post-test regulation of cognition and logical thinking. In addition, the experimental group developed knowledge of cognition, regulation of cognition, and logical thinking during the intervention. Although the experimental group scored higher than the control group on the set of post-test epistemic cognition factors, this significance did not appear amongst individual factors. As for the implications of this study, elements of distance learning that may have contributed to the development of students{\textquoteright} cognitive abilities were discussed. },
	keywords = {argumentation-based teaching, distance learning, epistemic cognition, logical thinking, reflective thinking},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.192},
	url = {https://oaji.net/articles/2023/987-1681286294.pdf},
	author = {{\"O}mer Acar and Zeynep Azakl{\i}}
}
@article {1318,
	title = {THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {781-798},
	abstract = {The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students{\textquoteright} affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner{\textquoteright}s affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object.},
	keywords = {affective domain, digital twin, learning biology, outdoor inquiry, school garden, virtual world},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.781 },
	url = {https://oaji.net/articles/2023/987-1697653427.pdf},
	author = {Jung-Ho Byeon and Yong-Ju Kwon}
}
@article {1261,
	title = {THE EFFECTIVENESS OF THE INTEGRATED STEM-PBL PHYSICS MODULE ON STUDENTS{\textquoteright} INTEREST, SENSE-MAKING AND EFFORT },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {113-129},
	abstract = {Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students{\textquoteright} personal interest and sense-making and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students{\textquoteright} personal interest, and sense-making and effort after the intervention. The paper also highlighted the research{\textquoteright}s implications and suggestions.},
	keywords = {classical mechanics, integrated STEM, personal interest, physics module, Project-based learning, sense-making and effort},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.113},
	url = {https://oaji.net/articles/2023/987-1676961125.pdf},
	author = {Fauziah Sulaiman and Rosales JR., J. J. and Lee Jae Kyung}
}
@article {1258,
	title = {THE EFFECTS OF BLENDED LEARNING APPROACH ON STUDENT MOTIVATION FOR LEARNING PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {73-82},
	abstract = {The topic of Direct current is one of the areas where the physics students{\textquoteright} lack of deep understanding was identified. The aim of the research was to examine the effect of the blended learning approach on students{\textquoteright} motivation for learning physics. The sample included 128 upper-secondary school students from Novi Sad (Serbia) with an average age of 16. Of these, 64 students made up the experimental group and 64 students made up the control group. In the control group, the students did not actively participate in simulated experiments, and in the experimental group learning was realized through the application of the blended learning approach (BLA), since the students had an active role in conducting simulations themselves. The obtained results showed that BLA contributes to the overall motivation for learning physics, as well as self-efficacy and physics learning value. Also, an increase in motivation was observed in two dimensions of motivation among female students in the experimental group. The implementation of BLA caused a significant increase in the motivation of students with lower achievement. Therefore, the main recommendation, based on the obtained research results, would be for teachers to apply BLA to a greater extent because it contributes to student motivation.},
	keywords = {blended learning approach, experimental research, physics education, student motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.73},
	url = {https://oaji.net/articles/2023/987-1676960753.pdf},
	author = {Branka Radulovi{\'c} and Marina Dorocki and Oli{\'c} Ninkovi{\'c}, S. and Maja Stojanovi{\'c} and Jasna Adamov}
}
@article {1301,
	title = {THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS{\textquoteright} LEARNING RESPONSE AND PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {568-578},
	abstract = {STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students{\textquoteright} learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students{\textquoteright} higher learning performance. In light of the results, educational implications are made. },
	keywords = {experimental research, extended reality, learning performance, learning response, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.568},
	url = {https://oaji.net/articles/2023/987-1693507482.pdf},
	author = {Yu-Chen Chiang and Shao-Chieh Liu}
}
@article {1302,
	title = {EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {579-599},
	abstract = {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.},
	keywords = {eye movement modeling examples, learner-oriented intervention, science education, science learning, South Korea},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.579},
	url = {https://oaji.net/articles/2023/987-1693507559.pdf},
	author = {Hana Choi and Ilho Yang and Seongun Kim and Sungman Lim}
}
@article {1280,
	title = {EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {357-369},
	abstract = {A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students{\textquoteright} Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student{\textquoteright}s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. },
	keywords = {gender differences, Malaysia, metacognitive skills, physics problem-solving skills, secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.257},
	url = {https://oaji.net/articles/2023/987-1681287769.pdf},
	author = {Clarice Wider and Walton Wider}
}
@article {1340,
	title = {EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1074-1088},
	abstract = {The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students{\textquoteright} Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman{\textquoteright}s test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching.},
	keywords = {academic achievement, agricultural science, mixed method design, multimedia, teaching and learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1074},
	url = {https://oaji.net/articles/2023/987-1702729233.pdf},
	author = {Cajethan U. Ugwuoke and Emmanuel A. Babajide and Lilian U. Ekenta and Godwin E. Eze and Clara U. Nwankwo and Florence O. Ifeanyieze and Christiana U. Nwachukwu}
}
@article {1260,
	title = {THE EFFECTS OF SOCIOSCIENTIFIC ISSUES APPROACH WITH THINKING WHEEL MAPS ON ENTREPRENEURIAL SCIENCE THINKING AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-112},
	abstract = {This research was conducted to examine the effects of the socioscientific issue approach (SSI) with thinking wheel map (TM) on entrepreneurial science thinking (EST) and the constructs of Observation, New Ideas, Innovation, Creativity, and Value. A teaching and learning (TL) module was developed to guide teachers in implementing the infusion of SSI with TM TL approach on EST among fifth graders.  Quasi-experimental quantitative research was conducted on 345 fifth graders in urban primary schools in Malaysia. A total of three TL groups were assigned randomly; namely, i) SSI-TM approach (n=115), ii) SSI (n=115) and iii) Conventional approach (CONV, n=115). The results of the MANCOVA analysis showed a significant effect across the three groups of TL approach for EST. Meanwhile, the ANCOVA analysis results showed a significant effect of the SSI-TM TL approach compared to SSI and CONV on EST and in all constructs of EST. The SSI-TM TL approach showed a higher post-test mean score than the SSI, and then the SSI post-test mean score was significantly higher than the CONV in all constructs studied except the Observation. The findings prove that the SSI-TM TL approach positively impacts the cultivation of EST among fifth graders.},
	keywords = {entrepreneurial science thinking, fifth graders, socioscientific issues approach, thinking wheel map},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.100},
	url = {https://oaji.net/articles/2023/987-1676961022.pdf},
	author = {Siew, N. M. and Jamilah Ahmad}
}
@article {1297,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {559-560},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 3, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1687109052.pdf},
	author = {Editorial Board}
}
@article {1344,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {1137-1140},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 6, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1702729526.pdf},
	author = {Editorial Board}
}
@article {1265,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {182-184},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 1, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	url = {https://oaji.net/articles/2023/987-1676961453.pdf},
	author = {Editorial Board}
}
@article {1312,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {737-740},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 4, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1693508346.pdf},
	author = {Editorial Board}
}
@article {1328,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {945-948},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 5, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1697654182.pdf},
	author = {Editorial Board}
}
@article {1281,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Other},
	chapter = {370-372},
	abstract = {Journal of Baltic Science Education, Vol. 22, No. 2, 2023
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2023/987-1681287946.pdf},
	author = {Editorial Board}
}
@article {1291,
	title = {ENERGY AWARENESS EDUCATION APPEARING IN NATURAL SCIENCES TEXTBOOKS FROM GRADE 1 TO 12},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {470-492},
	abstract = {At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA.},
	keywords = {energy awareness, quantitative assessment, science textbooks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.470},
	url = {https://oaji.net/articles/2023/987-1687108268.pdf},
	author = {Mark{\'o}czi Rev{\'a}k, I. and Vir{\'a}g Feh{\'e}r and J{\'a}nos M{\'a}th}
}
@article {1332,
	title = {ENHANCING PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE THROUGH A TPACK-BASED TECHNOLOGY INTEGRATION COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-973},
	abstract = {The effective use of technology in teaching can aid in enhancing the teaching and learning of a subject matter. This study aimed to enhance the technological pedagogical content knowledge (TPACK) of five pre-service biology teachers (PSBTs) by implementing a TPACK-Instructional Design (TPACK-ID) model-based technology integration course at a Zambian public university. An explanatory case study design was used. Data sources for the study included semi-structured interviews , video lesson recordings, lesson plan reports and PSBTs{\textquoteright} reflection notes. Data from interviews and reflection notes were analyzed using deductive thematic analysis while a TPACK rubric was used to simultaneously analyze lesson plan reports and video lesson recordings. The findings indicated that the TPACK-ID model-based technology integration course improved PSBTs{\textquoteright} overall TPACK and sub-knowledge domains: pedagogical knowledge, technology knowledge, technological content knowledge, and technological pedagogical knowledge. The study recommends implementing context-based technology integration courses in teacher preparation programs to enhance pre-service teachers{\textquoteright} TPACK. },
	keywords = {micro-teaching lesson study, pre-service biology teachers, technology integration, TPACK},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.956},
	url = {https://oaji.net/articles/2023/987-1702728572.pdf},
	author = {Anthony Bwalya and Marcellin Rutegwa and Dorothy Tukahabwa and Thumah Mapulanga}
}
@article {1254,
	title = {EXAMINING THE PHYSICS CONCEPTIONS, SCIENCE ENGAGEMENT AND MISCONCEPTIONS OF UNDERGRADUATE STUDENTS IN STEM},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {10-19},
	abstract = {Exploring students{\textquoteright} physics conceptions, science engagement and misconceptions in physics together with their association to certain variables (gender, educational background, and program of study) are essential in improving physics teaching and learning. However, few studies have been conducted to explore these three measures and almost none among STEM undergraduate students in the domain of Newtonian mechanics. To explore these measures, the Force Concept Inventory (FCI) and the Science Engagement Survey (SES) were administered to 281 STEM undergraduate students. Various statistical tools (ANOVA, t-test, correlations, etc.) have been utilized in the data analyses. The result revealed that gender and previous upper-secondary school strand have no significant effect on physics conceptions but have a significant effect on science engagement. The results also revealed a weak correlation between physics conceptions and science engagement, suggesting that interest becomes more effective when it was developed during the learning process. Finally, the results also revealed that more than 80\% of the participants have a misunderstanding about the force direction of a thrown object, confirming that the dominant features of force and motion students have less conform to problems that involve non-contact force. },
	keywords = {conceptual change, misconceptions, physics conceptions, science engagement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.10 },
	url = {https://oaji.net/articles/2023/987-1676960251.pdf},
	author = {Michael Allan A. Bahtaji}
}
@article {1259,
	title = {EXAMINING THE TYPE AND QUALITY OF QUESTIONS ASKED BY A SCIENCE TEACHER},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {83-99},
	abstract = {Exploring science teachers{\textquoteright} classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade "Measurement of Force and Friction" and "Matter and Change". The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher{\textquoteright}s lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher{\textquoteright}s questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices.},
	keywords = {case study, classroom observation, science questions, science teacher questioning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.83},
	url = {https://oaji.net/articles/2023/987-1676960881.pdf},
	author = {Tolga Saka and Tufan Inaltekin}
}
@article {1323,
	title = {EXPLORING LOWER-SECONDARY SCHOOL STUDENTS{\textquoteright} SYSTEMS THINKING PERFORMANCE IN ECOLOGICAL ISSUES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {865-880},
	abstract = {Exploring students{\textquoteright} systems thinking (ST) is essential in enhancing science learning, but existing studies have failed to understand students{\textquoteright} ST fully as it relates to ecological issues. This study aimed to fill the aforementioned literature gap by exploring lower-secondary school students{\textquoteright} ST regarding ecological issues. The Systems Thinking Test regarding Ecological Issues, which measures four ST skills (system organisation, behaviour, application, and evaluation), was administered to 1,092 lower-secondary school students. The results reveal low ST performance in ecological issues, with students finding it particularly difficult to identify interactions among components and understand system characteristics. Furthermore, most lacked reflective consciousness and consideration of the diverse dimensions of ecological issues, resulting in monocausal reasoning in system decision-making and evaluation. Comparatively, urban school students performed better than their rural counterparts; additionally, an item-level analysis revealed that climate warming was challenging for the students to understand. This study suggests that greater efforts should be made to address students{\textquoteright} drawbacks and that multi-perspectival teaching is necessary in the context of ecological issues. The addition of system decision-making and evaluation in assessments can enable a broader understanding of ST.},
	keywords = {environment education, lower-secondary school, partial credit model, sustainable development, systems thinking},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.865},
	url = {https://oaji.net/articles/2023/987-1697653787.pdf},
	author = {Ruying Li and Gaofeng Li}
}
@article {1275,
	title = {EXPLORING PHYSICS TEACHERS{\textquoteright} TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE AND THEIR LEARNERS{\textquoteright} ACHIEVEMENT IN ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {282-293},
	abstract = {The technological, pedagogical and content knowledge (TPACK) framework was developed incorporating content, pedagogical and technological knowledge. Studies used TPACK constructs and reported on teachers{\textquoteright} TPACK and student learning, but none explored the correlation between teachers{\textquoteright} TPACK and the achievement of their learners. This research followed an exploratory correlational research design involving 1423 Grade 11 learners and their 42 Physics teachers in a South African district after electricity was taught. A self-report questionnaire may not truly measure teachers{\textquoteright} TPACK, therefore, learners{\textquoteright} perceptions of their teachers{\textquoteright} use of technology were explored. The correlation between the Physics teachers{\textquoteright} TPACK and the achievement of their learners in electricity was established. Four validated research instruments were used, namely, the Learner Electricity Achievement Test (LEAT), the Learner Confirmatory Questionnaire (LCQ), the Teachers{\textquoteright} Technological, Pedagogical and Content Knowledge Questionnaire (T-TPACKQ) and the Learners{\textquoteright} Confirmation of the Teachers{\textquoteright} Technological, Pedagogical and Content Knowledge Questionnaire (LC-T-TPACKQ). Findings indicate a statistically significant difference between teachers{\textquoteright} views of their TPACK and the views of their learners. The correlation between teachers{\textquoteright} TPACK and the achievement of their learners was not statistically significant. These results can influence the professional development of teachers in respect of the use of technology in teaching.},
	keywords = {electricity teaching, learner views, student achievement, teacher views, technological pedagogical and content knowledge (TPACK)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.282},
	url = {https://oaji.net/articles/2023/987-1681287391.pdf},
	author = {Jonas Kwadzo Kotoka and Jeanne Kriek}
}
@article {1304,
	title = {THE FACTORS THAT INFLUENCE THE MOTIVATION TO LEARN CHEMISTRY OF UPPER-SECONDARY SCHOOL STUDENTS IN INDONESIA},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {615-630},
	abstract = {The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students{\textquoteright} anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students{\textquoteright} motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8\% of the overall proportion of upper-secondary school students{\textquoteright} motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy.},
	keywords = {chemistry learning anxiety, chemistry motivation, cross-sectional research, Indonesian upper-secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.615},
	url = {https://oaji.net/articles/2023/987-1693507707.pdf},
	author = {Nur Huda and Eli Rohaeti}
}
@article {1305,
	title = {THE FEASIBILITY OF AUTHENTIC ASSESSMENT INSTRUMENT THROUGH VIRTUAL LABORATORY LEARNING AND ITS EFFECT ON INCREASING STUDENTS{\textquoteright} SCIENTIFIC PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {631-640},
	abstract = {In the virtual laboratory learning process, students{\textquoteright} scientific abilities in solving a problem are very important to explore. This study aims to develop classroom-based authentic assessment instruments through virtual laboratory learning in chemistry to see an increase in students{\textquoteright} scientific performance. The research was conducted at a public high school in Langsa City with a sample of 11th-grade students Academic Year 2021/2022, the utilized subjects being a total of 118 students taken based on purposive sampling. The research data are needs analysis through interviews with chemistry teachers who have implemented technology-based learning, analyzing the feasibility of instruments through expert validation questionnaires before the learning process, and scientific performance through learning observation sheets during the learning process. The increase in students{\textquoteright} scientific performance data was then analyzed using the N-Gain formula and t-test to see the difference in improvement after the authentic assessment was applied. The results show that authentic assessment is feasible to use an increase in students{\textquoteright} scientific performance. From the small-scale test, the students{\textquoteright} scientific performance was a high category and there is a significant difference in improvement. The use of authentic assessment through virtual laboratories is expected to provide active learning solutions to improve student learning outcomes.},
	keywords = {authentic assessment, expert validation, scientific performance, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.631},
	url = {https://oaji.net/articles/2023/987-1693763628.pdf},
	author = {Muhammad Yakob and Ratih Permana Sari and Molani Paulina Hasibuan and Nahadi Nahadi and Sjaeful Anwar and El Islami, R. A. Z.}
}
@article {1288,
	title = {GAMIFIED EDUCATIONAL ROBOTS LEAD AN INCREASE IN MOTIVATION AND CREATIVITY IN STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {427-438},
	abstract = {The combination of education and robots is becoming an increasingly important issue. Although researchers have conducted some studies on educational robotics in STEM education at the undergraduate level, no research examined the effects of gamified educational robotics on participants{\textquoteright} motivation and creativity. Therefore, this study examines the effects of gamified educational robots on participants{\textquoteright} learning motivation and creativity in STEM. A quasi-experimental research design was used in this study. A total of 108 students from two classes enrolled in the information technology course were involved as participants. Learning motivation and creativity scales were used to collect data. The participants were introduced to a gamified educational robot as the course objective, learning content, and game mechanism to increase motivation and help students solve problems. In contrast, students in the control group received conventional instruction consisting of group discussions and lectures. Activities in both groups were held for eighteen weeks in three phases. The results showed that gamified educational robots could enhance learning motivation and positively influence learners{\textquoteright} creativity. The results also indicate that learning motivation has significant effects on creativity, and students with high motivation perform better in terms of creativity. The results strengthen interdisciplinary STEM teaching and promote students{\textquoteright} learning outcomes.},
	keywords = {educational robot, gamification in STEM education, learning motivation, STEM curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.427},
	url = {https://oaji.net/articles/2023/987-1687108025.pdf},
	author = {Tan-I Chen and Shih-Kai Lin and Hung-Chang Chung}
}
@article {1324,
	title = {GENDER DIFFERENCES IN EXPERIENCES OF 6TH-GRADE STUDENTS INQUIRY ACTIVITIES IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {881-899},
	abstract = {Each student{\textquoteright}s individual experience in learning is very important. Lower secondary school students are engaged in activities that focus on inquiry rather than the acquisition of scientific knowledge in science classrooms. Therefore, the experiences and thoughts of lower secondary school students in the stage of scientific inquiry need to be analyzed. To this end, the internal and external experiences of students in the stages of observation, variable control, and conclusion drawing were analyzed through candle-burning experiments. Seventy-seven 6th-grade students were used as participants. The main activities; main actions; main thoughts; and contribution of actions, consciousness, and emotions were analyzed. No differences were observed in the external and internal experiences of male and female students in each stage of the inquiry activities. There were many cases in which other activities related to the inquiry were carried out in addition to the activities that were mainly performed at the corresponding stage. About 1/4 of the participants had internal experiences unrelated to inquiry. The results showed that interaction needs to be increased by including the variable control stage in the inquiry activities. Given that there were no differences in the external and internal experiences of male and female students, equal inquiry activities without gender discrimination can be achieved.},
	keywords = {external experience, gender difference, inquiry stage, internal experience},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.881},
	url = {https://oaji.net/articles/2023/987-1697653866.pdf},
	author = {Lim, S.-M. and Youngshin Kim}
}
@article {1303,
	title = {GIFTED STUDENTS{\textquoteright} PERFORMANCE ON ALGORITHMIC, CONCEPTUAL, AND GRAPHICAL QUESTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {600-614},
	abstract = {Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students{\textquoteright} performance in the three types of tests. The study involved 115 gifted students aged between 17 and 18 years old. They responded to the three different tests including 10 test items in each with the same content. Significant differences were observed in their performances between the conceptual versus algorithmic in favour of the conceptual test, the conceptual versus graphical in favour of the conceptual test, and the algorithmic versus graphical in favour of the algorithmic test. Moreover, the statistical analysis results revealed that the students performed markedly poorer performance on the graphical test in comparison to both the algorithmic and conceptual tests. These results suggest the need to enhance students{\textquoteright} graphical skills to facilitate a better understanding of physics concepts. Proper steps should be taken to improve their proficiency in interpreting and analysing graphical representations.},
	keywords = {algorithmic understanding, Conceptual Understanding, gifted students, graphical understanding, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.600},
	url = {https://oaji.net/articles/2023/987-1693507629.pdf},
	author = {Fatma Co{\c s}tu}
}
@article {1331,
	title = {A HISTORICAL UNDERSTANDING OF HOW SCIENCE WORKS },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {952-955},
	abstract = {From Socrates onwards, the Greek cultural life began to take shape, and the whole nature of philosophical and scientific thought also began to change. From the natural sciences, interest shifted towards man and his societal role. Starting with the Sophists, a critical look at the surviving myths became pivotal at the time. Even if humans are still unable to get answers to all the riddles of nature, for which, among other things, mythology offers supernatural explanations, we (as human beings) do realize that we are only human. And humans need to learn to live together in different forms of social life. The Sophists were interested in man and his place in society. Socrates used conversations and tried to help his interlocutors generate valid reasoning and knowledge. According to him, proper knowledge must arise inside the individual, which is today{\textquoteright}s constructivist approach; no one can instill knowledge in the individual from the outside. Only knowledge that comes from within is true understanding. Socrates also wanted to find a solid basis for human knowledge. He believed he had found it in human reason. },
	keywords = {ChatGPT, Natural Sciences, scientific advice, supernatural explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.952},
	url = {https://oaji.net/articles/2023/987-1702728485.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1300,
	title = {THE IMPORTANCE OF ENVIRONMENTAL EDUCATION AT AN EARLY AGE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {564-567},
	abstract = {There is no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children{\textquoteright}s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children{\textquoteright}s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle. },
	keywords = {environmental awareness, environmental education, interaction with nature, preschool education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.564},
	url = {https://oaji.net/articles/2023/987-1693507387.pdf},
	author = {Vincentas Lamanauskas}
}
@article {1343,
	title = {IMPROVING LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1120-1136},
	abstract = {In recent years, developing students{\textquoteright} knowledge integration of specific topics through effective teaching methods has been a concern in science education. This study explored an alternative teaching method, which aims to help lower secondary school students develop their knowledge structure about buoyancy towards a logically integrated conceptual framework through enhancing their understanding of the nature of buoyancy. Specifically, this study constructed a conceptual framework on buoyancy and a set of matching test questions to map out the three levels of knowledge integration of students, and designed and implemented a teaching experiment of promoting students{\textquoteright} understanding of the nature of buoyancy. Through quantitative and qualitative analysis, it was found that the knowledge integration development of the treatment group was significantly better than that of the control group. The results indicated that enhancing students{\textquoteright} understanding of the nature of buoyancy can effectively improve their knowledge integration of buoyancy. Accordingly, improving knowledge integration through enhancing students{\textquoteright} understanding of the nature of the specific scientific concept may be a new direction for future research.},
	keywords = {conceptual framework, knowledge integration of buoyancy, scientific concept understanding, the nature of buoyancy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1120},
	url = {https://oaji.net/articles/2023/987-1702729488.pdf},
	author = {Yi Zou and Xinyu Xue and Lizhen Jin and Xiao Huang and Yanbing Li}
}
@article {1278,
	title = {IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {323-336},
	abstract = {Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the {\textquotedblleft}matter and its nature{\textquotedblright} subject on SMID{\textquoteright}s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the {\textquoteleft}prediction{\textquoteright} stage, hands-on experiments and QR codes in the {\textquoteleft}observation{\textquoteright} stage and snowball, learning gallery or card showing techniques in the {\textquoteleft}evaluation{\textquoteright} stage. The results indicated that the POE worksheets are effective at developing SMID{\textquoteright}s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID{\textquoteright}s SPS.   },
	keywords = {mild intellectual disabilities, science education, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.323},
	url = {https://oaji.net/articles/2023/987-1681287618.pdf},
	author = {{\c S}enel {\c C}oruhlu, T. and Muammer {\c C}al{\i}k and Er Nas, S. and B{\"u}{\c s}ra Bilgin}
}
@article {1255,
	title = {IMPROVING SECONDARY SCHOOL BIOLOGY TEACHERS{\textquoteright} TOPIC-SPECIFIC PEDAGOGICAL CONTENT KNOWLEDGE: EVIDENCE FROM LESSON STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-36},
	abstract = {Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers{\textquoteright} enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students{\textquoteright} prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers{\textquoteright} collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers{\textquoteright} TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers{\textquoteright} PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers{\textquoteright} enacted TSPCK in respiration, and biology as a whole. },
	keywords = {enacted pedagogical content knowledge (ePCK), lesson study, respiration, secondary school, topic-specific pedagogical content knowledge (TSPCK)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.20},
	url = {https://oaji.net/articles/2023/987-1676960436.pdf},
	author = {Thumah Mapulanga and Yaw Ameyaw and Gilbert Nshogoza and Elton Sinyangwe}
}
@article {1326,
	title = {INFLUENCE OF STEM VALUE PERCEPTION ON STEM CAREER PREFERENCES AMONG AGRICULTURAL AND FORESTRY UNDERGRADUATES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {914-928},
	abstract = {Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students{\textquoteright} STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students{\textquoteright} professional awareness and identity, by addressing gaps in students{\textquoteright} value perceptions of STEM education. Furthermore, efforts to improve students{\textquoteright} interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students{\textquoteright} STEM career preference.},
	keywords = {Agroforestry undergraduates, STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.914},
	url = {https://oaji.net/articles/2023/987-1697654037.pdf},
	author = {Jianjun Sheng and Peiyao Tian and Daner Sun and Yanhua Fan}
}
@article {1262,
	title = {INTEGRATING MICRO PROJECT-BASED LEARNING TO IMPROVE CONCEPTUAL UNDERSTANDING AND CRUCIAL LEARNING SKILLS IN CHEMISTRY },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {130-152},
	abstract = {Active participation in project-based learning (PBL) could develop students{\textquoteleft} knowledge and crucial learning skills across various disciplines. However, the implementation of PBL in the K-12 classroom is usually impeded by the step-by-step PBL cycle. Micro project-based learning (MPBL), which advocates and adheres to the learning principles and mechanisms of PBL with constraining the learning cycle in shorter periods, has been considered as a lightweight alternative to PBL process. As an exploration, this study explored the impact of MPBL on the conceptual understanding of sodium bicarbonate and the crucial learning skills in chemistry class at upper-secondary schools. The quasi-experimental research was implemented for 125 students, with an experimental group receiving MPBL teaching and a control group receiving conventional teaching. In the study, data including knowledge tests, crucial learning skills survey, and student interview were collected and analysed. The results indicated that MPBL was effective in the development of students{\textquoteright} conceptual understanding and crucial learning skills (i.e., communication and collaboration, information integration, independent learning, and problem-solving). The study will inform the pedagogical innovation in chemistry education and teaching practices in chemistry class.},
	keywords = {chemistry education, pedagogical approach, sodium bicarbonate, upper-secondary schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.130},
	url = {https://oaji.net/articles/2023/987-1676961214.pdf},
	author = {Peiyao Tian and Daner Sun and Ruirui Han and Yanhua Fan}
}
@article {1317,
	title = {INTEGRATION OF SOCIOSCIENTIFIC APPROACH AND DESIGN THINKING: AN ENTREPRENEURIAL CREATIVE THINKING MODULE FOR STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {767-780},
	abstract = {This study was conducted to i) ascertain the validity, reliability, and feasibility of a module based on the socioscientific issue approach and design thinking model (SIA-DT), and ii) assess its effects on the entrepreneurial creative thinking (ECT) in STEM education. The first phase of ECT module validation was conducted with the assistance of three expert evaluators and 32 students. A 5-point Likert scale questionnaire and the ECT test were used to collect data. The second phase consists of evaluation using a quasi-experimental design with a Pre-Post Test of Non-Equivalent Control Groups. A total of 64 Form Four students were divided into two groups: SIA-DT (n = 32) and control (n = 32). The ECT module has a high validity value and an acceptable Cronbach{\textquoteright}s alpha reliability of .92. The ECT Module{\textquoteright}s feasibility was substantiated by a mean score of 4.71. The results of the independent-sample t-test prove that there is a significant difference in the post-test for students in the SIA-DT group compared to the control group in ECT and five constructs of ECT. In conclusion, these findings demonstrate that the ECT Module is valid, reliable, and feasible in STEM education and that it is effective in enhancing students{\textquoteright} ECT.},
	keywords = {design thinking model, entrepreneurial creative thinking, module development, socioscientific issue approach, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.767},
	url = {https://oaji.net/articles/2023/987-1697653334.pdf},
	author = {Sufirman Arifin and Siew, N. M.}
}
@article {1335,
	title = {LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1011-1024},
	abstract = {The use of stories in science education can make science more interesting and engaging, illustrate concepts, and provide opportunities for contextual and meaningful learning. Also, integrating a scientific story in which the sustainability goals are incorporated can lead to increasing students{\textquoteright} motivation to learn as well as improve and facilitate the learning process. Having children ask questions allows the educator to learn about the child{\textquoteright}s insights, views, level of interest, motivation for learning, and knowledge. Therefore, this study focuses on the relationship between science storytelling, questioning, and sustainability among elementary school students. It compares the levels of questioning among primary students who learned a sustainability story in segments versus those who learned the story in its entirety. A quantitative study was conducted involving 120 second graders from the Arab sector in Israel. The results revealed a significant difference in the two groups{\textquoteright} level of questions: the students in the experimental group, who learned the story in segments, asked higher-level questions than those in the control group. The study concluded that learning a scientific story in segments proved effective in enhancing primary students{\textquoteright} questioning ability, and that there was a notable preference for this segmented storytelling approach over traditional whole unit learning methods.},
	keywords = {asking questions, science story, storytelling, sustainability education, text learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1011},
	url = {https://oaji.net/articles/2023/987-1702728842.pdf},
	author = {Sare Asli and Zinab Safi and Abeer Shehadeh-Nasser and Avi Hofstein and Muhamad Hugerat}
}
@article {1338,
	title = {MEASURING SCIENTIFIC REASONING OF FOURTH GRADERS: VALIDATION OF THE SCIENCE-K INVENTORY IN PAPER-BASED AND COMPUTER-BASED TESTING ENVIRONMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1050-1062},
	abstract = {Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children{\textquoteright}s scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys{\textquoteright} and girls{\textquoteright} scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students{\textquoteright} scientific reasoning.},
	keywords = {computer-based testing, paper-based testing, primary school, Science-K Inventory, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1050},
	url = {https://oaji.net/articles/2023/987-1702729056.pdf},
	author = {M{\'a}ri{\'o} Tibor Nagy and Erzs{\'e}bet Korom}
}
@article {1316,
	title = {MICROBIOLOGICAL AWARENESS AMONG UPPER-SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF COVID-19 VACCINATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {749-766},
	abstract = {There is evidence that education levels have an impact on people{\textquoteright}s attitudes toward vaccination. The recent COVID-19 pandemic has highlighted the need to maximize vaccinations - one of the most efficient ways to prevent the spread of infectious diseases. Young individuals play a major role in disease transmission due to their intense social life and frequent asymptomatic infections. In this study, a survey of upper secondary school students in Poland was conducted to assess their microbiological awareness depending on subjects that they studied on the extended level and COVID-19 vaccination willingness. Participants learning biology and chemistry on the extended level had significantly higher microbiological awareness. Clear proof of microbiological awareness{\textquoteright}s influence on vaccination willingness was not found. Although studying biology did not significantly influence students{\textquoteright} willingness to be vaccinated, their place of residence did. Students from bigger cities were more willing to get vaccinated. These results show that while science education raises microbiological awareness among upper secondary school students, place of residence, likely through social pressure, is a more important factor influencing vaccination willingness. It is suggested that more effort should be put into educating society as a whole and encouraging vaccination particularly.},
	keywords = {attitudes towards vaccinations, infectious diseases, microbiological education, SARS-CoV-2, upper secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.749},
	url = {https://oaji.net/articles/2023/987-1697653260.pdf},
	author = {Beniamin Abramczyk and Szymon {\L}awicki and Weronika Pyter and Agata Bluszcz and Ignacy Piszczek and Jonatan Audycki and Julia Paw{\l}owska}
}
@article {1273,
	title = {MISCONCEPTIONS ON BASIC STOICHIOMETRY AMONG THE SELECTED ELEVENTH-GRADE STUDENTS IN THE URBAN REGIONS OF THE GAMBIA},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-268},
	abstract = {The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students{\textquoteright} misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students{\textquoteright} responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing.},
	keywords = {basic stoichiometry, chemical reactions, pH values interpretation, students{\textquoteright} misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.254},
	url = {https://oaji.net/articles/2023/987-1681286687.pdf},
	author = {Abdou L. J. Jammeh and Claude Karegeya and Savita Ladage}
}
@article {1336,
	title = {MODERATING ROLE OF SCIENCE SELF-CONCEPT IN ELICITING STATE CURIOSITY WHEN CONFRONTING A VIOLATION OUTCOME},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1025-1037},
	abstract = {A higher science self-concept may be required to stimulate state curiosity in incongruent situations, but there is limited research on the connection between science self-concept and state curiosity. The purpose of this study is to examine whether science self-concept moderates the process of arousing students{\textquoteright} state curiosity when they encounter results that violate their expectations in science learning. To achieve this aim, 410 fifth- and sixth-grade primary school students (194 female) were asked to solve science questions, and students who faced results that deviated from their expectations were classified as the violation outcome group (experimental group), while those who faced results consistent with their expectations were classified as the expected outcome group (comparison group). Then, the moderating effect of science self-concept on the relationship between science curiosity and state curiosity arousal in these two groups was verified using PROCESS macro. Results showed that science curiosity significantly predicted state curiosity in both groups. Notably, science self-concept had a significant moderating effect on the process of arousing state curiosity in the violation outcome group, where higher science self-concept led to a greater increase in state curiosity after confirming the correct answer. However, in the expected outcome group, the moderating effect of science self-concept was not significant. The implications of these findings for science education and potential directions for future research are discussed.},
	keywords = {moderating effect, PROCESS macro, science curiosity, science self-concept, state curiosity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1025 },
	url = {https://oaji.net/articles/2023/987-1702728920.pdf},
	author = {Jihoon Kang}
}
@article {1309,
	title = {A NEXUS OF SCIENTIFIC INVESTIGATIONS, SCIENCE PROCESS SKILLS, AND SUSTAINABLE DEVELOPMENT GOALS: PRE-SERVICE TEACHERS{\textquoteright} VIEWS CONCERNING MANGROVES FIELDWORK},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {682-700},
	abstract = {Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems{\textquoteright} degradation. The research sought to explore pre-service science teachers{\textquoteright} views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers{\textquoteright} confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers{\textquoteright} understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry.},
	keywords = {pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.682},
	url = {https://oaji.net/articles/2023/987-1693508121.pdf},
	author = {Leonard Molefe and Aubin, J.-B.}
}
@article {1292,
	title = {ONE HUNDRED CORE CONCEPTS IN CHEMISTRY AND UPPER-SECONDARY SCHOOL TEACHERS{\textquoteright} AND STUDENTS{\textquoteright} CHEMISTRY CONCEPTUAL STRUCTURES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {493-505},
	abstract = {A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.},
	keywords = {cluster analysis, conceptual structure, core concepts in chemistry, multidimensional scaling, upper-secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.493},
	url = {https://oaji.net/articles/2023/987-1687108348.pdf},
	author = {Yangyi Qian and Yangqian Wang and Jinju Wen and Simin Wu}
}
@article {1319,
	title = {PERCEPTIONS OF PRIMARY PRE-SERVICE TEACHERS IN THE UTILIZATION OF PLANT IDENTIFICATION APPS AS EDUCATIONAL TOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {799-812},
	abstract = {Plant identification apps make learning about plants more convenient. This study explored the participants{\textquoteright} perceptions of using three plant identification apps, PlantNet, PictureThis, and LeafSnap, as potential educational tools. Problems experienced, differences in perceptions, and the participants{\textquoteright} most preferred apps were also determined. Through purposive sampling, the study engaged 162 primary pre-service teachers in the Cordillera Administrative Region (CAR), Philippines. Data were collected through a developed questionnaire and analysed quantitatively. The questionnaire was reliable with an identified single component for perception. Participants first explored and used the apps to identify local plants, thereafter, responding through an online questionnaire. Results showed that participants strongly perceived the apps as engaging, helpful in plant identification, easy to browse, providing details, effective as emerging tools, and significant for scientific literacy, except for consistency of results. There were significant differences, but with small effect sizes, indicating negligible differences in the perceptions of male and female participants regarding the apps{\textquoteright} consistency of results and effectiveness. Weak internet connection was the primary issue affecting the apps{\textquoteright} utilization. The pre-service teachers preferred LeafSnap over PictureThis and PlantNet. Conclusively, this study affirmed the potential of the apps for students learning about plants, further supporting their feasibility as emerging educational tools.},
	keywords = {educational tools, LeafSnap, PictureThis, plant identification apps, PlantNet, primary pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.799},
	url = {https://oaji.net/articles/2023/987-1697653496.pdf},
	author = {Peter Paul Canuto}
}
@article {1308,
	title = {PHYSICS TEACHERS{\textquoteright} SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {668-681},
	abstract = {Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers{\textquoteright} self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study{\textquoteright}s results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers{\textquoteright} self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach.},
	keywords = {comprehensive teaching approach, innovative teaching, Latent Profile Analysis, physics teachers, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.668 },
	url = {https://oaji.net/articles/2023/987-1693508044.pdf},
	author = {Qiang-Wen Lin and Yu-Zhou Luo}
}
@article {1339,
	title = {PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1063-1073},
	abstract = {Enhancing interest in physics learning has been an important component of education policy and policy implementation for decades. However, in many countries, student interest in physics has not increased. The aim of this study was to predict situational interest using individual interest and the instructional activities students engaged in. Also, the suitability of the data collection approach to measure situational interest was assessed. A teaching module about real-world oscillations was implemented to 179 Estonian lower secondary school students. Data about situational interest were collected using the experience sampling method (ESM), which was measured three times during the module. The results indicated that gender, grade, and instructional activities did not predict situational interest. Individual interest was a significant predictor and correlation with situational interest increased with time, contrary to previous findings. The ESM approach used in this study was considered to be effective in disturbing students{\textquoteright} study flow minimally but may have affected the amount of missing data. This study contributes to the research done on student interest in a classroom setting by indicating a more complex relationship between situational and individual interest than previously suggested. },
	keywords = {experience sampling method, instructional activities, lower secondary school physics, physics education, situational interest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1063},
	url = {https://oaji.net/articles/2023/987-1702729135.pdf},
	author = {Rauno Neito and Elisa Vilhunen and Jari Lavonen and Kaido Reivelt}
}
@article {1264,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} E-LEARNING STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {167-181},
	abstract = {E-learning is becoming more popular than conventional teaching methods, particularly in science education. The use of e-learning has increased worldwide, especially after the COVID-19 pandemic. Today, students{\textquoteright} e-learning styles have gained even more importance. The participants of this survey, which aimed to examine e-learning styles for selected variables, consisted of 401 pre-service science teachers from two public universities in Turkey. The personal information form was used to obtain data on gender, university, personal computer ownership status, type of device used to connect to the internet, grade level, number of social network memberships, internet usage purpose, and duration of social media use. Another tool used in face-to-face data collection was the E-Learning Styles Scale (ESS). As a result of the analysis, it was understood that participants{\textquoteright} e-learning style scores were generally on the positive side. In terms of gender, grade level, and duration of social media use variables, there were statistically significant differences in the ESS and some of its sub-dimensions, while differences were found in only some sub-dimensions for the university variables, internet usage purpose, and number of social network memberships. Several suggestions were made in conjunction with the results of the descriptive and inferential analyses.},
	keywords = {descriptive research, e-learning styles, pre-service science teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.167 },
	url = {https://oaji.net/articles/2023/987-1676961398.pdf},
	author = {Dilara Ucar and Serkan Yilmaz}
}
@article {1315,
	title = {RAISING QUALITY OF PHYSICS EDUCATION: CONTRIBUTION OF JBSE OVER THE PAST ISSUES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-748},
	abstract = {I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs {\textendash} in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals {\textendash} knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means {\textendash} by the methods of education {\textendash} methods of teaching and learning. So, let{\textquoteright}s look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work. },
	keywords = {general scientific culture, physics education, physics teachers, secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.744},
	url = {https://oaji.net/articles/2023/987-1697653188.pdf},
	author = {Peter Demkanin}
}
@article {1307,
	title = {THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {653-667},
	abstract = {This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow{\textquoteright}s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. },
	keywords = {energy concept, learning outcomes, lower secondary science curriculum, relevance in science education, SOLO taxonomy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.653},
	url = {https://oaji.net/articles/2023/987-1693507974.pdf},
	author = {Lauri K{\~o}lamets and Heili Kasuk and Jack Holbrook and Rachel Mamlok-Naaman}
}
@article {1342,
	title = {THE RESEARCH STATUS OF FORMATIVE ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1103-1119},
	abstract = {Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education were cited more than 100 times. The three most cited studies were published in Assessment in Education: Principles, Policy, and Practice. The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion. },
	keywords = {bibliometric analysis, formative assessment, science education, SCOPUS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1103 },
	url = {https://oaji.net/articles/2023/987-1702729392.pdf},
	author = {Yulian Zhang and Weijun Wang and Yi Xian and Xianfeng Wang and Jiabin Huang}
}
@article {1257,
	title = {RESEARCH-BASED TEACHING: ANALYZING SCIENCE TEACHERS{\textquoteright} PROCESS OF UNDERSTANDING AND USING ACADEMIC PAPERS TO TEACH SCIENTIFIC CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {57-72},
	abstract = {Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45{\textendash}hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.},
	keywords = {case study, research-based teaching, scientific creativity, teacher{\textquoteright}s learning process, teaching plan},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.57},
	url = {https://oaji.net/articles/2023/987-1676960659.pdf},
	author = {Jongwon Park and Hye-Gyoung Yoon and Insun Lee}
}
@article {1322,
	title = {SCIENCE TEACHERS{\textquoteright} APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-864},
	abstract = {In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. },
	keywords = {Artificial Intelligence, assessment, reading literacy, SCIENCE teachers, teacher training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.851},
	url = {https://oaji.net/articles/2023/987-1697653714.pdf},
	author = {Maja Kerne{\v z}a and Dejan Zemljak}
}
@article {1274,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} PERCEPTIONS OF SCIENCE LEARNING ENVIRONMENT AND SELF-EFFICACY IN SOUTH KOREA: GENDER DIFFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {269-281},
	abstract = {This study examined students{\textquoteright} perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students{\textquoteright} mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students{\textquoteright} perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students{\textquoteright} highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students{\textquoteright} perceptions on science learning environment predicted students{\textquoteright} metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students{\textquoteright} self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students{\textquoteright} metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students. },
	keywords = {constructivist pedagogy, science learning environment, secondary students, self-efficacy, students{\textquoteright} metacognition},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.269},
	url = {https://oaji.net/articles/2023/987-1681286935.pdf},
	author = {Sun Young Kim and Alghamdi, A. K. H.}
}
@article {1268,
	title = {SHOULD EPONYMS BE KEPT? EMPHATIC YES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {188-191},
	abstract = {Conducting research in science education, the authors of the Journal of Baltic Science Education surely remember eponyms in school subjects and university courses. Eponym is a term that includes the name of the person, who discovered a species (biology), explored a glacier (geography), synthesized a compound (chemistry), formulated a law (physics), invented a device (engineering), proved a theorem (mathematics), treated or suffered a disease (medicine), etc. Most chemists and chemistry teachers know, e.g., such eponyms as Avogadro number, Wurtz reaction, Mendeleev table, Liebig condenser, Claisen adapter, Berthollet salt, asf.
	Eponyms are a relatively new domain of scientific terminology: they first appeared in the 19th century, when the development of science and technology grew rapidly, and scientists decided to honor brilliant colleagues, attaching their names to the discoveries they made. Before this, scientists used words from national and Latin languages to name discovered phenomena.
},
	keywords = {eponyms, science education, scientific terminology, university courses},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.188},
	url = {https://oaji.net/articles/2023/987-1681286211.pdf},
	author = {Uladzimir Slabin}
}
@article {1293,
	title = {SIMULATION-BASED AND VIDEO-BASED APPROACHES TO DIVERSIFYING PHYSICS HOMEWORK },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {506-519},
	abstract = {Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton{\textquoteright}s laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After, students had lectures and seminars on Newton{\textquoteright}s laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton{\textquoteright}s laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students{\textquoteright} attitudes towards homework.},
	keywords = {Conceptual Understanding, experimental study, simulation-based homework, video-based homework},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.506  },
	url = {https://oaji.net/articles/2023/987-1687108455.pdf},
	author = {Bojana Simi{\'c} and Vanes Me{\v s}i{\'c} and Nermin {\DJ}apo and Movre {\v S}api{\'c}, I. and Andrej Vidak and Amina Ali{\'c} and Nata{\v s}a Erceg}
}
@article {1284,
	title = {SOME ISSUES CONCERNING THE USE OF DIDACTICS OF BIOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {376-380},
	abstract = {Teaching biology is interesting and challenging, at the same time, it is also a dilemma because new and new advances are being made in biological science: biodiversity is changing - new species are being discovered while others are threatened with extinction, and unprecedented genetically modified organisms are being created. Teachers find it difficult to keep up with all the latest developments, especially in cell and molecular biology (Tunnicliffe \& Ueckert, 2007). Biology is a unique science that studies living things. The discipline of biology differs from other fields of science (e.g. physics and chemistry) in the breadth and complexity of its knowledge content and the interconnectedness of knowledge at many different levels (Wandersee et al., 2000). Regarding the use of different research methods, biology is also involved in exploring both the micro-world through microscopy, experimental work in the laboratory or in field studies of the macro-world.},
	keywords = {civic engagement, Critical thinking, Problem Solving, Project-based learning, research and digital skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.376},
	url = {https://oaji.net/articles/2023/987-1687107653.pdf},
	author = {Rita Birzina}
}
@article {1256,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF MULTIMEDIA USAGE IN TEACHING AND LEARNING QUANTUM PHYSICS: POST-ASSESSMENT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {37-56},
	abstract = {The research on students{\textquoteright} perceptions after implementing a teaching style is recommended due to its potential to inform reformed education. The present study surveyed 319 students and revealed their perceptions of multimedia usage in teaching and learning quantum physics. Among these students, 156 were surveyed after learning quantum physics with a multimedia-aided method, while 163 were surveyed after learning with a lecture method. The piloting of the test used generated Cronbach alpha of .841 of internal consistency, and it contained quantitative Likert scale items and supporting qualitative items. The data were analyzed descriptively and inductively. Students taught by multimedia perceived quantum physics as easy, while those taught by lecture perceived it as difficult due to its abstractness and mathematics needs. Students preferred computer simulations, animations, and YouTube videos as interactive methods that fit quantum physics lessons. Students testified that a quantum physics course that uses visualization methods in some of its teachings is more interesting than a course taught without them. However, students in both classes concurred that their class was student-centered and full of demonstration. Recommendations related to teaching practices and future research foci were made.},
	keywords = {lecture method, multimedia-aided method, Quantum physics, Rwanda, student perceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.37},
	url = {https://oaji.net/articles/2023/987-1676960520.pdf},
	author = {Pascasie Nyirahabimana and Evariste Minani and Mathias Nduwingoma and Imelda Kemeza}
}
@article {1287,
	title = {TEACHER{\textquoteright}S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {413-426},
	abstract = {The teacher{\textquoteright}s gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher{\textquoteright}s gaze during science lecture classes and whether the change of the gaze when the student{\textquoteright}s seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher{\textquoteright}s gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student{\textquoteright}s seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher{\textquoteright}s gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers{\textquoteright} attention to provide proper and high-quality education to students.},
	keywords = {science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.413},
	url = {https://oaji.net/articles/2023/987-1687107941.pdf},
	author = {Jung-Ho Byeon and Yong-Ju Kwon}
}
@article {1279,
	title = {THE THINKING OF STUDENTS AGED 15-18 IN EXPLAINING THE DISSOLUTION PHENOMENON},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {337-356},
	abstract = {Explaining natural phenomena by determining causal relationships is conducive to understanding scientific concepts. In science education, numerous studies examine students{\textquoteright} causal reasoning. Given the importance of core ideas for students{\textquoteright} understanding of how and why a phenomenon occurs, the study focused on the relationship between students{\textquoteright} understanding of atoms/molecules interactions and the nature of reasoning. This study drew on a framework that identifies essential components of students{\textquoteright} reasoning, which was used to analyze the dissolution phenomenon in the example of salt in water. Students in grades 9-12 (N=147) explained the dissolution of salt. The results showed that there were five types of reasoning: simple descriptive, fuzzy causal, linear causal, interactive causal, and mechanistic. More students in higher than lower grades exhibited non-causal reasoning. Based on the students{\textquoteright} drawings of atoms/molecules interactions, the study summarized performance in the association category. Students{\textquoteright} performance in drawing indicated that their understanding of particle interactions was limited. The results showed that there was a large correlation between understanding of the core ideas and reasoning types. },
	keywords = {causal reasoning, core ideas understanding, dissolution phenomenon, small-sample qualitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.337},
	url = {https://oaji.net/articles/2023/987-1681287686.pdf},
	author = {Guanxue Shi and Shanshan Lu and Hualin Bi}
}
@article {1286,
	title = {TWENTY-TWO YEARS OF SCIENCE COMMUNICATION RESEARCH: A BIBLIOMETRIC ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {393-412},
	abstract = {In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.},
	keywords = {bibliometrics analysis, journal articles, research trends, science communication, Web of Science (WoS)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.393},
	url = {https://oaji.net/articles/2023/987-1687107857.pdf},
	author = {Emre Vadi Balc{\i} and {\"O}zlem Du{\u g}an and Bulent Cavas}
}
@article {1289,
	title = {TYPES OF QUALITY AND EQUAL SCIENCE EDUCATION SYSTEMS AND THE DEVELOPMENT OF EQUALITY IN EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {439-453},
	abstract = {Some education systems have both quality and equality. They have achieved educational equity. This study aimed to uncover the practical wisdom of such systems in developing educational equality. A quantitative research design was used. Family capital and science achievement were the variables analyzed. They were secondary data collected by the 2018 PISA test. PISA surveyed students{\textquoteright} family capital with questionnaires and measured students{\textquoteright} science achievement with cognitive items. Six education systems with quality but low equality comprised the control group. Its sample size ranged from 4656 to 8312. The experiment group included nine quality and equal education systems, with sample sizes ranging from 3766 to 21490. The relative error and conditional probability were calculated to determine educational equality. Rawls{\textquoteright} difference principle was used as a theoretical perspective. The findings showed that quality and equal education systems had three types: equal-start, equal-improvement, and egalitarian. The primary measure to improve equality in education is to ensure educational benefits for students in the bottom quartile of family capital. The development of educational equality was accompanied by a sustained reduction in the achievement gap between the disadvantaged and the advantaged. Implications for educational practice are discussed. },
	keywords = {disadvantaged students, educational equity, equality in education, inequality in education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.439},
	url = {https://oaji.net/articles/2023/987-1687108116.pdf},
	author = {Tao Jiang and Hong-wei Jin and Wen-jie Ma and Chen, J.-G. and Ling-min Yuan}
}
@article {1276,
	title = {UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS STEAM VIA A THEMATIC 3D DESIGN PROJECT},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {294-308},
	abstract = {The development of STEAM education has captured researchers{\textquoteright} attention due to its advantages for students{\textquoteright} learning and interest in related subjects, specifically in kindergarten to grade 12 (K-12) educational settings. However, there is limited research on the inclusion of STEAM in higher education, and what university students think as they are on the professional training track. This study aimed to examine university students{\textquoteright} attitudes towards STEAM via a 3D design project. Twenty-seven college students participated in this study. A questionnaire and focus group interviews were administered at the end of the course to uncover the students{\textquoteright} learning enjoyment, conceptions of STEAM learning, and intentions of STEAM future design/work involvement. The results show that the students enjoyed the 3D STEAM project regardless of their performance. High-performance students had higher conceptions of STEAM learning after the project. All of the students highly agreed that they could integrate interdisciplinary knowledge into their 3D designs. With regard to future intentions, they generally did not show an active attitude towards STEAM involvement. The students{\textquoteright} learning enjoyment in the STEAM project did not have a strong positive correlation with their future intentions. Findings from this study could offer inspiration for art-oriented courses that look for potential interdisciplinary integration and expression in STEAM.},
	keywords = {3D design, attitudes towards STEAM, STEM, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.294},
	url = {https://oaji.net/articles/2023/987-1681287468.pdf},
	author = {Tsai-Yun Mou}
}
@article {1271,
	title = {USING COMICS FOR CLIMATE CHANGE IN SCIENCE EDUCATION: STUDENTS{\textquoteright} SOLUTIONS AND AESTHETIC SUBTLETIES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-231},
	abstract = {To constitute awareness of climate change, hearing the solutions of students in their words and seeing visual products by creating experiences in schools is vital. This case study was limited to sequential implementations of climate change in the natural sciences teaching process in 5th grade. After an education process on using Pixton, 12 students transformed their learning into digital comics. This research aimed to reveal the problems created by students through digital stories about climate change, solutions they suggested for climate problems, and aesthetic subtleties they applied to express themselves. Digital comics created by students, researcher notes, observations, and students{\textquoteright} view forms were used as data collection tools. Finally, vital solutions to problems such as global climate change, pollution, destruction of the natural environment, and extinction of living creatures were created by students during this case. Important solutions consisting of preventing global warming, making peace with nature, vital measures and efforts to protect the soil were suggested. Besides, interesting aesthetic subtleties such as storification, positioning of the characters, place preferences, expression of emotions, and time depiction were applied. Teachers can use comics to see students{\textquoteright} tendencies, raise awareness, encourage them, and help them develop solutions for current socio-scientific problems.},
	keywords = {case study, digital comics, digital story, digital storytelling, secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.215},
	url = {https://oaji.net/articles/2023/987-1681286476.pdf},
	author = {Gamze Alp and Coskun Onan, B.}
}
@article {1327,
	title = {UTILIZATION OF PROCESS DATA IN CHINA: EXPLORING STUDENTS{\textquoteright} PROBLEM-SOLVING STRATEGIES IN COMPUTER-BASED SCIENCE ASSESSMENT FEATURING INTERACTIVE TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {929-944},
	abstract = {Students{\textquoteright} problem-solving strategies and the differences among strategy groups were explored by analyzing the process data collected during student interactions with computer-based science items. Data were gathered from 1516 eleventh-grade students from 4 schools in China. Analyses of the sequences of students{\textquoteright} response actions revealed that the students were divided into four strategy groups when designing experiments to solve scientific problems: the scientific and rigorous strategy (18.5\%), scientific and less rigorous strategy (25.4\%), incomplete strategy (31.5\%), and chaotic strategy (24.6\%). The heatmaps of response actions for each strategy and the frequencies of the most representative response sequences were further explored to understand the students{\textquoteright} detailed trajectories. The results showed that successful problem solvers were generally inclined to explore all possibilities of experimental combinations and design experiments scientifically and rigorously based on the relevant scientific principles. Moreover, the timestamps of response actions were explored to show that the students who adopted the scientific and rigorous strategy spent more time seeking solutions, suggesting that students may need sufficient time to solve complex and authentic scientific problems. The findings enrich the literature on using process data to address theoretical issues in educational assessment and provide students with individualized instructional needs for teachers to improve students{\textquoteright} scientific problem-solving competency.},
	keywords = {China, computer-based assessment, process data, scientific problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.929 },
	url = {https://oaji.net/articles/2023/987-1697654133.pdf},
	author = {Pingping Zhao and Chun-Yen Chang and Yueyang Shao and Zhi Liu and Hao Zhou and Jian Liu}
}
@article {1270,
	title = {VIEWS ON NATURE OF SCIENCE AND ATTITUDES TOWARD TEACHING NATURE OF SCIENCE AMONG CHEMISTRY STUDENTS IN SAUDI UNIVERSITIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {204-214},
	abstract = {Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers{\textquoteright} preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists{\textquoteright} methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists{\textquoteright} observations. No significant differences among students{\textquoteright} views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students{\textquoteright} views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers{\textquoteright} preparation programmes and suggest recognising chemistry department faculty members{\textquoteright} attitudes to developing students{\textquoteright} NOS concepts.},
	keywords = {attitudes toward teaching NOS, nature of science, university chemistry students, views on science and education (VOSE)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.204},
	url = {https://oaji.net/articles/2023/987-1681286375.pdf},
	author = {Norah A. Algarni and Nidhal Sh. Alahmad}
}
@article {1173,
	title = {ALIGNMENT OF CONCEPTS OF MEIOSIS AMONG CURRICULUM, TEXTBOOKS, CLASSROOM TEACHING AND ASSESSMENT IN UPPER SECONDARY SCHOOL IN REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {232-244},
	abstract = {If the concepts used in curriculum, textbooks, classroom teaching, and assessment are not consistent, students may have difficulty in understanding the concepts of science correctly and this may lead to the formation of misconceptions. The purpose of this study is to measure the alignment of science concepts by analyzing the semantic networks of curriculum, textbooks, classroom teaching, and student assessment with respect to the contents on meiosis as covered in Life Science I. The semantic network method using the NetMiner 4.0 program was applied. 11 concepts were extracted from the curriculum commentary. The textbook presented 36 concepts; classroom teaching presented 54 concepts; a total of 23 concepts were presented from assessment. With respect to alignment of relevant concepts, 6 (gamete, chromosome, meiosis, gene, daughter cell and cell division) were linked to all 4 sources (curriculum, textbooks, classroom teaching, and assessment). These concepts are mainly used to explain the process of meiosis. It is concluded that the key concepts of meiosis exhibited alignment in curriculums, textbooks, classroom teaching and assessment. However, there are many concepts used only in textbooks and classroom teaching. The greater number of concepts in textbooks and teaching can become one of the causes of a deficit in learning.},
	keywords = {concepts{\textquoteright} alignment, meiosis concepts, semantic network, upper secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.232},
	url = {https://oaji.net/articles/2022/987-1652206452.pdf},
	author = {Youngshin Kim and Yun-hye Lee and Hyonyong Lee and Lim, S.-M.}
}
@article {1207,
	title = {APPLYING FACTOR ANALYSIS FOR ASSESSING KNOWLEDGE STRUCTURE OF STUDENTS IN GRADE 10: THE SUBJECT OF REDOX REACTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {680-693},
	abstract = {Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students{\textquoteright} knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students{\textquoteright} minds. },
	keywords = {chemistry education, factor analysis, knowledge structure, redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.680},
	url = {https://oaji.net/articles/2022/987-1662187210.pdf},
	author = {Wenxiu Tang and Xintong Zhu and Yangyi Qian}
}
@article {1210,
	title = {ASSESSMENT OF KNOWLEDGE INTEGRATION IN STUDENT LEARNING OF BUOYANT FORCE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {720-738},
	abstract = {Students{\textquoteright} problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students{\textquoteright}  understanding of specific scientific concepts is important to promote students{\textquoteright} problem-solving ability, as it can find students{\textquoteright} understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students{\textquoteright} different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students{\textquoteright} understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure.},
	keywords = {assessment of knowledge integration, buoyant force, central idea, conceptual framework, scientific concept understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.720},
	url = {https://oaji.net/articles/2022/987-1662187488.pdf},
	author = {Yi Zou and Lizhen Jin and Yanbing Li and Tao Hu}
}
@article {1244,
	title = {CHEMISTRY EDUCATION IN THE BALKAN REGION: TRENDS, CHALLENGES AND OPPORTUNITIES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {1124-1125},
	abstract = {According to the European Commission, education, science, technology, research and innovation are a prerequisite for achieving a sustainable EU economy. EU leaders have agreed to work towards a European Education Area by 2025 to take full advantage of education, training, and culture (EU, 2019). Scientific literacy takes center stage in major reforms in education and is often presented as a key goal of science education. This is due to the idea that scientific literacy could be a prerequisite for the economic survival and technological development of the society, at least if judged by the research based on correlations between large-scale international testing results and country{\textquoteright}s economic prosperity level (Hanushek \& Woessmann, 2010). Chemical literacy presents a significant constituent part of scientific literacy, given that the use of various chemicals plays a vital role in our daily lives whether we are talking about food, medicine, clothing or climate change.},
	keywords = {Balkan region, scientific literacy, teaching chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1124},
	url = {https://oaji.net/articles/2022/987-1672585081.pdf},
	author = {Du{\v s}ica D. Rodi{\'c} and Sa{\v s}a A. Horvat}
}
@article {1168,
	title = {CLIMATE EDUCATION: A GRAND CHALLENGE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {176-178},
	abstract = {Climate change and its mitigation represent a major global challenge, alongside biodiversity loss, global pandemics, and shortages of fresh water and food. It has the power to shape the environment and future; however, policymakers seek to prevent undesirable changes through environmental and education policies. Hinesjeffrey et al. (2013) consider climate education to be a major challenge. For example, the mitigation of climate change requires an understanding of climate change as a multidisciplinary phenomenon that must be considered in addition to the natural sciences, at least from the perspective of the social sciences, engineering, economics and education. This mitigation requires individuals to have a wide range of competences, such as creative and critical thinking and socioemotional skills (Hestness, 2015).},
	keywords = {climate change, climate education, engineering, social sciences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.176  },
	url = {https://oaji.net/articles/2022/987-1652121994.pdf},
	author = {Jari Lavonen}
}
@article {1200,
	title = {COMPARING PRE-SERVICE PRIMARY SCHOOL TEACHERS{\textquoteright} AND LOWER-SECONDARY LEARNERS{\textquoteright} UNDERSTANDING THE PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-574},
	abstract = {Cross-age studies have suggested that although children{\textquoteright}s notions of scientific phenomena change moderately with increasing age, certain misconceptions persist from preschool to a higher educational level. The purpose of this study was to diagnose the prevalence of selected misconceptions about the particulate nature of matter among pre-service primary school teachers and to compare the findings with the results of lower-secondary learners. The participants in the study were 197 pre-service primary school teachers and 170 ninth graders. The multiple-choice diagnostic test was developed to collect data. In the analysis of the test results, the paired difference test and Pearson{\textquoteright}s chi-square independence test for the contingency table were used. Frequency analysis was performed for individual questions in the test and percentages were calculated. The results obtained with primary school teacher trainees demonstrate the existence of a number of misconceptions similar to those observed with ninth graders; some misconceptions were observed to even be present significantly more frequently among pre-service primary school teachers. This study confirmed that age maturity and mere knowledge of scientific concepts such as atoms, molecules, etc. do not have to be sufficient to allow students to better understand the particulate nature of matter.},
	keywords = {lower-secondary learners, misconceptions, multiple-choice diagnostic test, particulate nature of matter, pre-service primary school teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.558},
	url = {https://oaji.net/articles/2022/987-1662186650.pdf},
	author = {Eva Hejnov{\'a}}
}
@article {1179,
	title = {COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS{\textquoteright} CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-341},
	abstract = {Analogies and modelling have been developed and applied in learning and teaching science to facilitate students{\textquoteright} understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies{\textemdash}analogy-based teaching (ABT) and modelling-based teaching (MBT){\textemdash}this study aims to compare the effects of ABT and MBT on high school students{\textquoteright} content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students{\textquoteright} content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students{\textquoteright} drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.},
	keywords = {analogy-based teaching, atomic concepts, modelling-based teaching, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.325},
	url = {https://oaji.net/articles/2022/987-1652123108.pdf},
	author = {Song Xue and Daner Sun and Liying Zhu and Hui-Wen Huang and Keith Topping}
}
@article {1239,
	title = {COMPONENTS OF GEOGRAPHICAL PRACTICE POWER COMPETENCY (GPPC) FOR PRIMARY AND SECONDARY SCHOOL STUDENTS: CONCEPTUALIZATION, CONTEXTS, AND CONTENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1083-1100},
	abstract = {Geographical practice power is a key competency essential for students{\textquoteright} overall development. It is, therefore, important to understand its concepts, contexts, and content. Practical activities following scientific and operable principles in real geographical situations would enable students to unleash their potential across the curriculum. The primary aim of this study was to design and validate a conceptual, contextual, and content framework for geographical practice power competency (GPPC) of primary and secondary school students in China. The study used a three-step mixed-method research design with expert opinions collected through interviews and questionnaires. The dimensions of GPPC in this study included the mental processes of cognition, awareness, attitude, and behavior. A compilation of the attributes of GPPC for primary and secondary school students was proposed. There was a general consensus among the evaluators regarding the conceptual, contextual, and content framework of GPPC. When the weight values of the four dimensions and sub-dimensions of GPPC were calculated, it was found that they played different roles in the framework. Contrary to the expectation that scientific argumentation would be the most important dimension of GPPC, this study found that information acquisition was rated the most important. In each GPPC sub-dimension, consciousness received the highest weighting.},
	keywords = {geographical practice power competency, primary school students, secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1083},
	url = {https://oaji.net/articles/2022/987-1671188273.pdf},
	author = {Yanhua Xu and Zile Liu and Peiying Lin}
}
@article {1234,
	title = {CONNECTION OF TERMS BETWEEN INQUIRY ACTIVITIES AND THE MAIN TEXT IN THE LIFE SCIENCE UNIT OF LOWER SECONDARY SCHOOL TEXTBOOKS IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1004-1025},
	abstract = {Teachers are highly reliant on textbooks for teaching. In the Republic of Korea, science textbooks help students to understand scientific terms through inquiry activities. However, there is a lack of analysis on whether the inquiry activities suggested in these textbooks appropriately cover the terms included in the main text. Therefore, this study assesses the life science units included in widely used lower secondary school science textbooks in the Republic of Korea by analysing the connection between the terms presented in the inquiry activities and the main text using the NetMiner 4.0 programme. The results reveal that the life science units included in the lower secondary school science textbooks are well structured for learning life science terms through the inquiry activities, as the terms presented in the inquiry activities and the main text are well connected. However, the number of terms included in each unit greatly differs and needs to be supplemented with the optimization of the number of terms per unit. The results provide basic data for the future development of lower secondary school science textbooks. Future research should analyse how the terms used in inquiry activities and the main text are connected in real science classes. },
	keywords = {biological terms, connection network, inquiry activity, main text, terms connection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1004},
	url = {https://oaji.net/articles/2022/987-1671187872.pdf},
	author = {Youngshin Kim and Chaewon Oh and Mohadesse Eskandari and Lim, S.-M.}
}
@article {1227,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {907},
	abstract = {Contents,
Journal of Baltic Science Education, Vol. 21, No. 6, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online},
	keywords = {contents},
	issn = {1648-3898},
	doi = {n/a},
	url = {https://oaji.net/articles/2022/987-1671187306.pdf},
	author = {Editorial Board}
}
@article {1182,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {347},
	abstract = {Contents, Vol. 21, No. 3, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1656443090.pdf},
	author = {Editorial Board}
}
@article {1167,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {175},
	abstract = {Contents, Vol. 21, No. 2, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1652121871.pdf},
	author = {Editorial Board}
}
@article {1213,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {743},
	abstract = {Contents, Vol. 21, No. 5, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1667236270.pdf},
	author = {Editorial Board}
}
@article {1243,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1123},
	abstract = {Contents,
Journal of Baltic Science Education, Vol. 21, No. 6A, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1672584952.pdf},
	author = {Editorial Board}
}
@article {1153,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 21, No. 1, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1647117037.pdf},
	author = {Editorial Board}
}
@article {1197,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {535},
	abstract = {Contents, Vol. 21, No. 4, 2022, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1662186352.pdf},
	author = {Editorial Board}
}
@article {1226,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {905-906},
	abstract = {Cover page,
Journal of Baltic Science Education, Vol. 21, No. 6, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online},
	keywords = {cover page},
	issn = {1648-3898},
	doi = {n/a},
	url = {https://oaji.net/articles/2022/987-1671187250.pdf},
	author = {Editorial Board}
}
@article {1212,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {741-742},
	abstract = {Cover page, Vol. 21, No. 5, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1667236223.pdf},
	author = {Editorial Board}
}
@article {1166,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {173-174},
	abstract = {Cover page, Vol. 21, No. 2, 2022, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1652121816.pdf},
	author = {Editorial Board}
}
@article {1196,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {533-534},
	abstract = {Cover page, Vol. 21, No. 4, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1662186309.pdf},
	author = {Editorial Board}
}
@article {1152,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 21, No. 1, 2022, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1647116999.pdf},
	author = {Editorial Board}
}
@article {1181,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {345-346},
	abstract = {Cover page, Vol. 21, No. 3, 2022, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1656443047.pdf},
	author = {Editorial Board}
}
@article {1242,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1121-1122},
	abstract = {Cover page,
Journal of Baltic Science Education, Vol. 21, No. 6A, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1672584906.pdf},
	author = {Editorial Board}
}
@article {1214,
	title = {CRISES OF THE WORLD, CRISES OF THE SCIENCE EDUCATION? LET{\textasciiacute}S TAKE A CRISIS AS AN OPPORTUNITY!},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-746},
	abstract = {The world faces several crises in the last years. There have been more active conflicts presently than at any time since 1945. More than 82 million refugees must live away from their homes. The Covid-19 pandemic has led to a dramatic loss of human life worldwide and caused economic and social disruption, whose further consequences related to human health and further aspects of well-being can be only estimated so far. Many countries are fighting climate change for a long time and this {\textquotedblleft}fight{\textquotedblright} has been disrupted by unprecedented energy crises that changes our energy goals from day to day. We are surrounded by uncertainty and worries about the future which rises of populist forces even in the democratic part of the world.  So, there is no doubt that we are living through challenging times. There are many strategies for coping with these challenges, one of them is acceptance. It allows us to see reality in the present moment and to move forward. But still, there will likely be many options to choose. We believe that science education is (can become) a means for explaining possibilities and our chances. At least in some of the above crises. And sustainable development indicators with good narratives can be effective educational and information tools bringing evidence about changes in the society and environment (Janou{\v s}kov{\'a} et al., 2022).},
	keywords = {Ecological Footprint, energy crises, scientific thinking, sustainable development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.744 },
	url = {https://oaji.net/articles/2022/987-1667236403.pdf},
	author = {Svatava Janou{\v s}kov{\'a} and Martin B{\'\i}lek}
}
@article {1157,
	title = {DETERMINING LOWER-SECONDARY STUDENTS{\textquoteright} STEM MOTIVATION: A PROFILE FROM TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {38-51},
	abstract = {The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students{\textquoteright} STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, {\textquotedblleft}mothers{\textquoteright} and fathers{\textquoteright} education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students{\textquoteright} STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. },
	keywords = {lower-secondary school students, quantitative research, STEM, STEM motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.38},
	url = {https://oaji.net/articles/2022/987-1647117625.pdf},
	author = {Ismail D{\"o}nmez and Sahin Idin and Seraceddin G{\"u}rb{\"u}z}
}
@article {1232,
	title = {DEVELOPING A SUSTAINABLE DEVELOPMENT-ORIENTED PICTURE BOOK SELECTION SYSTEM THROUGH EMPLOYING THE MODIFIED DELPHI METHOD},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {967-988},
	abstract = {The concept of "sustainable development" was proposed to re-examine the human development model. Initiated by the United Nations, education for sustainable development (ESD) has become an important tool for educators to achieve sustainable development. Although "Early Childhood Education" (ECE) is often taken as a starting point of ESD, the concept of sustainable development is difficult to integrate into ECE because of its unfamiliarity among teachers. Therefore, picture books can be used to bolster ESD in ECE. This research aims to construct an appropriate book selection guide system that can assist them in selecting picture books independently, objectively, and efficiently through a focus group and modified Delphi method. The guide system is based on three major aspects, covering 8 main guidelines and 21 sub-guidelines. A sustainable development-oriented picture book is defined as {\textquotedblleft}a book that includes the core, values, and concept of sustainable development which can make readers aware of the balance between the environment, society and economy and that attempts to systematically explore problems, generate actions, and solve problems in relation to these three dimensions from a critical and global viewpoint."  in this study. },
	keywords = {Delphi method, Early childhood education, education for sustainable development, picture book},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.967},
	url = {https://oaji.net/articles/2022/987-1671187734.pdf},
	author = {Shin-Cheng Yeh and Hsin-Ya Li}
}
@article {1220,
	title = {DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-848},
	abstract = {Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners{\textquoteright} existing misconceptions and the process of transforming them into correct scientific concepts {\textendash} using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. },
	keywords = {basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.836},
	url = {https://oaji.net/articles/2022/987-1667236996.pdf},
	author = {Polonca Legvart and Metka Kordigel Aber{\v s}ek and Maja Kerne{\v z}a}
}
@article {1156,
	title = {DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE UPPER-SECONDARY SCHOOL SCIENCE TEACHERS{\textquoteright} PERCEIVED PRACTICAL KNOWLEDGE ABOUT PRACTICAL WORK},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {26-37},
	abstract = {Teachers{\textquoteright} practical knowledge is closely related to teaching practice. The purpose of this research was to develop an instrument for assessing upper-secondary school science teachers{\textquoteright} perceived practical knowledge about practical work. The development of this instrument was based on five components in the conceptual framework of PCK about practical work: orientations of practical work, knowledge of curriculum materials in practical work, knowledge of students in practical work, knowledge of educational strategies for practical work, and knowledge of assessment in practical work. After the questionnaire was developed, 636 Chinese upper-secondary school science teachers participated in this research voluntarily. The results from exploratory factor analysis, correlation analysis and confirmatory factor analysis provided sufficient evidence for the construct validity of instrument. The high Cronbach coefficient indicated that the instrument had good internal consistency reliability. Finally, an instrument with six factors and 25 items was documented. The instrument would benefit science teacher educators and researchers. },
	keywords = {instrument validation, pedagogical content knowledge, perceived knowledge, Practical work},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.26},
	url = {https://oaji.net/articles/2022/987-1647117534.pdf},
	author = {Bo Chen and Lijun Chen and Xianhua Meng and Minjie Yan and Miaomiao Shen}
}
@article {1216,
	title = {DIFFERENCES IN CHEMISTRY TEACHERS{\textquoteright} ACCEPTANCE OF EDUCATIONAL SOFTWARE ACCORDING TO THEIR USER TYPE: AN APPLICATION OF EXTENDED UTAUT MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {762-787},
	abstract = {In this research, a model to determine chemistry teachers{\textquoteright} acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for {\textquoteleft}current users{\textquoteright} of educational software, the influence of facilitating conditions on current users{\textquoteright} use of educational software behavioural intention is stressed. In addition, non-planning users{\textquoteright} behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers{\textquoteright} acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.},
	keywords = {chemistry teachers{\textquoteright} motivation, educational software use, secondary education, technology acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.762},
	url = {https://oaji.net/articles/2022/987-1667236618.pdf},
	author = {Kate{\v r}ina Chroustov{\'a} and Andrej {\v S}orgo and Martin B{\'\i}lek and Martin Rusek}
}
@article {1229,
	title = {EARLY CHILDHOOD PRE-SERVICE TEACHERS{\textquoteright} READINESS FOR USING DRAWING AS A SCIENCE TEACHING STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {911-927},
	abstract = {The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69\% scored low in knowledge, more than 90\% scored high in awareness of the importance and of the usefulness. 28\% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance. },
	keywords = {drawing science, Early childhood education, science education, teachers{\textquoteright} readiness},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.911},
	url = {https://oaji.net/articles/2022/987-1671187481.pdf},
	author = {Ainara Achurra and Teresa Zamalloa and Araitz Uskola}
}
@article {1172,
	title = {THE EFFECT OF GAME-BASED LEARNING VIA KAHOOT AND QUIZIZZ ON THE ACADEMIC ACHIEVEMENT OF THIRD GRADE PRIMARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {224-231},
	abstract = {The application of student response systems could have a lesser effect on the science education of younger students compared to the effects achieved with older students in language and social science courses. The aim of this research was to determine the effect of the application of Kahoot and Quizizz on the academic achievement of third grade primary school students (9 years old) in a natural sciences course. A total of 113 third grade primary school students participated in this research. During the experimental phase which lasted 4 weeks, the participants were divided into three groups. Out of two experimental groups one group used Kahoot as a learning aid, while the other used Quizziz. The third group was the control group. At the beginning and at the end of the experimental phase, the participants were given an academic achievement test. The results of this research showed that the experimental group which used Kahoot for learning the content of the natural sciences course achieved significantly higher results in the post-test than the control group. There were no significant differences in the academic achievement of the group which used Quizizz and the other two groups. This result indicated that Kahoot could be used effectively as a learning aid in third grade primary education in the field of natural sciences.},
	keywords = {game-based learning, Kahoot, pre-test-post-test research design, primary education, Quizizz, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.224},
	url = {https://oaji.net/articles/2022/987-1652122393.pdf},
	author = {Aleksandar Jankovi{\'c} and Dragan Lambi{\'c}}
}
@article {1222,
	title = {EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS{\textquoteright} ATTITUDE TOWARDS LEARNING BIOLOGY AT UPPER SECONDARY SCHOOLS IN RWANDA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {862-874},
	abstract = {Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students{\textquoteright} attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students{\textquoteright} attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students{\textquoteright} interest to learning biology and alleviates the difficulty of its concepts.},
	keywords = {biology education, inquiry-based learning, quasi-experimental design, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.862 },
	url = {https://oaji.net/articles/2022/987-1667237209.pdf},
	author = {Henriette Manishimwe and William Aino Shivoga and Venuste Nsengimana}
}
@article {1209,
	title = {THE EFFECT OF STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON 21ST CENTURY LEARNING SKILLS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {706-719},
	abstract = {It is crucial to educate students on the basis of science, technology, engineering, and mathematics (STEM) education to develop 21st century learning skills. However, there is little research on the contribution of the attitude towards STEM specific discipline to 21st century learning skills. This study aimed to examine the extent to which students{\textquoteright} attitude towards science, technology, engineering, and mathematics (STEM) contributes to 21st century learning skills. Data were collected from 779 students from three primary schools and two secondary schools with the S-STEM questionnaire. Quantitative data were analyzed with structural equation modelling. The results revealed that (a) students{\textquoteright} science attitude, and engineering and technology attitude had positive effects on 21st century learning skills, and (b) students{\textquoteright} science attitude and mathematics attitude positively affected 21st century learning skills indirectly through the mediating role of technology and engineering attitude, and (c) the school year partially played a moderating role. The finding highlights the importance of valuing STEM attitude across disciplines. In particular, students{\textquoteright} engineering and technology attitude is more conducive to improving students{\textquoteright} 21st century learning skills. It also suggests the need to pay attention to the changing effect of STEM attitude on 21st century learning skills driven by the school year.},
	keywords = {21st century learning skills, mediating role, STEM attitude, structural equation modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.706},
	url = {https://oaji.net/articles/2022/987-1662187388.pdf},
	author = {Shao-Rui Xu and Shao-Na Zhou}
}
@article {1163,
	title = {EFFECT OF TASK-BASED LEARNING ON STUDENTS{\textquoteright} UNDERSTANDING OF CHEMICAL REACTIONS AMONG SELECTED RWANDAN LOWER SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {140-155},
	abstract = {This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students{\textquoteright} understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of .643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students{\textquoteright} understanding of chemical reactions (p < .001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p > .05, d = 0.010). However, the effect was significant with the school location (p < .05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students{\textquoteright} understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching.},
	keywords = {chemical reactions, chemistry education, Rwandan lower secondary schools, students{\textquoteright} understanding, task-based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.140},
	url = {https://oaji.net/articles/2022/987-1647118081.pdf},
	author = {Jeannette Musengimana and Edwige Kampire and Philoth{\`e}re Ntawiha}
}
@article {1238,
	title = {THE EFFECTS OF CROSS-DISCIPLINARY LIFE SCIENCE INNOVATION IMPLEMENTED BY STUDENTS{\textquoteright} STIMULATED STRATEGIES FOR PBL-STEM SELF-EFFICACY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1069-1082},
	abstract = {This research used mixed effects to construct a PBL-STEM (problem-based learning with STEM) questionnaire with high validity and reliability. The benefits of PBL-STEM focused on cross-disciplinary and longitudinal research to analyze students{\textquoteright} self-efficacy in life science. All 175 university students who attended this course as an elective participated in this research. The purpose was to evaluate students{\textquoteright} performance in the cake-baking practice experiential course and to use unpaired samples t-test, one-way ANOVA, and feedback analysis as quantitative and qualitative data. The following are noteworthy results: The t-test showed that five stimulated scales were significantly different and better after the cake-baking PBL-STEM activity. In one-way ANOVA, to engage with more students in STEM activities, improve conceptual learning, and close achievement gaps. The more enthusiastic students are, the more actively they study and think, and the more effectively they improve their PBL-STEM learning. Students{\textquoteright} feedback analysis of this teaching activity is beneficial for improving technology, student-teacher engagement, process comprehension, and learning interest. The light of this research will foster a disposition of learning, enhance cake-baking skills, and encourage problem-solving based on their thinking. },
	keywords = {cross-disciplinary, life science, PBL-STEM, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1069},
	url = {https://oaji.net/articles/2022/987-1671188193.pdf},
	author = {King-Dow Su}
}
@article {1221,
	title = {EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS{\textquoteright} INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {849-861},
	abstract = {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{\textquoteright} 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{\textquoteright} 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. },
	keywords = {concept achievement, individual interest, inquiry learning, science education, situational interest, task order},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.849},
	url = {https://oaji.net/articles/2022/987-1667237111.pdf},
	author = {Yinsheng Liu and Wei He and Li Zhao}
}
@article {1206,
	title = {EFFECTS OF INQUIRY-BASED CHEMISTRY EXPERIMENTATION ON STUDENTS{\textquoteright} ATTITUDES TOWARDS THE TEACHING AND LEARNING OF CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {663-679},
	abstract = {Students{\textquoteright} attitude towards a subject is a key indicator of academic performance, therefore its enhancement is imperative for academic success. A sample of 328 grade eleven students was selected using cluster random sampling. Two different study groups; the experimental and control groups, were composed and exposed to the guided inquiry and demonstration methods of teaching chemistry experiments respectively. The Non-equivalent control group research design was employed with instruction lasting six weeks. Data on pre-test and post-test attitudes were collected using a 25-item attitude towards teaching and learning chemistry through experiment survey. Comparisons of mean attitude scores were made between the experimental and control groups, and between the pre-test and post-test for each group. The Mann-Whitney U test analyses indicated a higher mean attitude score for the control group.  However, the difference in the mean scores was not statistically significant. The Wilcoxon Signed-Rank test analyses indicated statistically significant differences between the pre-test and post-test attitude mean scores for both independent groups. These outcomes show that both methods of teaching chemistry through experiments enhance students{\textquoteright} attitudes to essentially the same extent. These findings imply that Liberian teachers can enhance students{\textquoteright} attitudes through demonstrations.},
	keywords = {chemistry experiments, demonstration, guided inquiry, non-equivalent control group, students{\textquoteright} attitude},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.663},
	url = {https://oaji.net/articles/2022/987-1662187124.pdf},
	author = {Christian Bob Nicol and Emmanuel Gakuba and Gonzague Habinshuti}
}
@article {1185,
	title = {THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-380},
	abstract = {The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students{\textquoteright} physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students{\textquoteright} comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students{\textquoteright} achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students{\textquoteright} comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.},
	keywords = {metacognitive awareness, physics education, quasi-experimental research, students{\textquoteright} achievement, students{\textquoteright} comments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.366},
	url = {https://oaji.net/articles/2022/987-1656443394.pdf},
	author = {Ivana Z. Bogdanovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Tamara N. Ron{\v c}evi{\'c} and Jelena D. Stanisavljevi{\'c} and Zekri A. M. Zouhor}
}
@article {1208,
	title = {THE EFFECTS OF SCIENCE TEACHERS{\textquoteright} PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE AND THEIR ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {694-705},
	abstract = {Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers{\textquoteright} PCK on students{\textquoteright} achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers{\textquoteright} PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided.},
	keywords = {attitudes toward science, pedagogical content knowledge, Science Achievement, SCIENCE teachers, teaching experience},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.694},
	url = {https://oaji.net/articles/2022/987-1662187302.pdf},
	author = {Muhammet Usak and Harun Uygun and Muharrem Duran}
}
@article {1224,
	title = {EFFECTS OF SOCIO-SCIENTIFIC ISSUES BASED ON THINKING MAPS APPROACH ON FUTURE THINKING OF SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {888-901},
	abstract = {This study was conducted to examine the effects of the socio-scientific issue (SSI) approach assisted by the future thinking map (FTM) on five constructs of future thinking, namely i) understanding the current situation, ii) identifying the trends, iii) analyzing the relevant drivers, iv) synthesizing the possibilities or needs of the future and v) choosing with the justification of the desired future. The future-thinking test instrument was developed to measure the level of future thinking. A quasi-experimental pre-test and post-test control group design was employed. A total of 255 form four students (age 16) from three randomly selected rural secondary schools in Tawau District, Malaysia were assigned to i) SSI-FTM (n = 85), ii) SSI (n = 85), and iii) conventional (CV, n = 85) teaching and learning (TL) strategies. The results of the MANCOVA analysis showed that there was a statistically significant effect across all three groups of TL strategies. The ANCOVA analysis showed that there was a statistically significant effect of the SSI-FTM TL strategies compared to the SSI and CV TL strategies on the five future thinking constructs. The quasi-experimental study proves that the SSI-FTM TL strategy is effective in nurturing future thinking among form four students in science lessons.},
	keywords = {future thinking, future thinking map, secondary schools, socio-scientific issue},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.888},
	url = {https://oaji.net/articles/2022/987-1667237383.pdf},
	author = {Siew, N. M. and Abdul Rahman, M. S.}
}
@article {1241,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1119-1120},
	abstract = {End page, 
Journal of Baltic Science Education, Vol. 21, No. 6, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1671188436.pdf},
	author = {Editorial Board}
}
@article {1195,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {528-532},
	abstract = {End page, Vol. 21, No. 3, 2022, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1656444358.pdf},
	author = {Editorial Board}
}
@article {1180,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {342-344},
	abstract = {End page, Vol. 21, No. 2, 2022, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1652123180.pdf},
	author = {Editorial Board}
}
@article {1250,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {1205-1208},
	abstract = {End page,
Journal of Baltic Science Education, Vol. 21, No. 6A, 2022
ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1672585642.pdf},
	author = {Editorial Board}
}
@article {1165,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {171-172},
	abstract = {End page, Vol. 21, No. 1, 2022, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1647118199.pdf},
	author = {Editorial Board}
}
@article {1225,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {902-904},
	abstract = {End page, Vol. 21, No. 5, 2022, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1667237474.pdf},
	author = {Editorial Board}
}
@article {1211,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Other},
	chapter = {739-740},
	abstract = {End page, Vol. 21, No. 4, 2022, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1662187531.pdf},
	author = {Editorial Board}
}
@article {1231,
	title = {ENHANCING THE LEARNING OF NEWTON{\textquoteright}S SECOND LAW OF MOTION USING COMPUTER SIMULATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {946-966},
	abstract = {This quasi-experimental study was conducted in two secondary schools in a major city in the United Arab Emirates (UAE) to examine the impact of Computer Simulations (CSs) on students{\textquoteright} learning of Newton{\textquoteright}s Second Law of Motion (NSLOM) in grade 11 compared to traditional face-to-face education. The study used Newton{\textquoteright}s Second Law of Motion Achievement test (NSLMAT) as a pre and post-test to collect the data. Altogether 90 students aged 16-17 (grade 11) participated in this study. Two grade 11 girls{\textquoteright} classes (40 students) and two grade 11 boys{\textquoteright} classes (50 students) were chosen randomly to participate in this study. Descriptive and Inferential statistics were used to analyze data. Results showed that CSs, through visualization, aided in establishing connections and brought attention to the concepts and details of NSLOM. In addition, CSs yielded better results than those taught in face-to-face education. The Results also suggest that CSs greatly impacted both female and male students. CSs helped female and male students gain a better understanding of NSLOM topics. The study recommended that physics teachers integrate CSs into their teaching and use them as valuable tools to improve student learning outcomes.},
	keywords = {computer simulations, Newton{\textquoteright}s Second Law of Motion, students{\textquoteright} performance, United Arab Emirates},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.946},
	url = {https://oaji.net/articles/2022/987-1671187660.pdf},
	author = {Khaleel AlArabi and Hassan   Tairab and Yousef Wardat and Shashidhar Belbase and Suzan Alabidi}
}
@article {1171,
	title = {AN EXAMINATION OF PRE-SERVICE TEACHERS{\textquoteright} EXPERIENCES IN CREATING A SCIENTIFIC DIGITAL STORY IN THE CONTEXT OF THEIR SELF CONFIDENCE IN TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {207-223},
	abstract = {Digital stories are a form of expression that emerges by combining the art of storytelling with multimedia tools such as sound, picture, and video. In this research, examining the experiences of pre-service teachers in creating digital stories in accordance with the science curriculum and the effects of this process on the pre-service teachers{\textquoteright} self-confidence in technological pedagogical content knowledge was aimed. This research, using a mixed model approach, was conducted with 24 fourth-grade pre-service teachers. In the study, the {\textquotedblleft}Technological Pedagogical Content Knowledge Confidence Scale{\textquotedblright} (TPACK) was applied as a pre-test and post-test. The quantitative findings of the study revealed that the experiences of pre-service teachers in creating a scientific digital story increased statistically significantly in the TK dimension of the TPACK scale and in the TPACK total self-confidence scores. The qualitative findings of the research showed that it had a positive effect on TCK, TPK, and TPCK dimensions, as well as on the TK and total score of TPACK. In the light of these findings of the research, the use of digital stories in educational environments can be recommended since the use of digital stories in educational environments is effective in developing students{\textquoteright} TPACK self-confidence perceptions.},
	keywords = {mixed method, pre-service teachers, scientific digital story, technological pedagogical content knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.207},
	url = {https://oaji.net/articles/2022/987-1652122314.pdf},
	author = {Umit Izgi-Onbasili and Aysegul Avsar-Tuncay and Burcu Sezginsoy-Seker and Seyit Ahmet Kiray}
}
@article {1162,
	title = {AN EXPLORATION ON CONCEPT TEACHING KNOWLEDGE OF BIOLOGY TEACHERS IN LOWER-SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-139},
	abstract = {The topic {\textquoteleft}photosynthesis{\textquoteright} contains many intangible and abstract scientific concepts, regarding which students hold many preconceptions. Conceptual learning is a process of co-creation and flow that requires the teachers{\textquoteright} higher educational level on conceptual teaching. The present research considers photosynthesis as an example. Results of Ball{\textquoteright}s 2008 research on teachers{\textquoteright} content knowledge for teaching served as the theoretical framework. In total, 30 biology teachers from 11 lower-middle schools in a medium-sized city in China were selected as the research objects. The conceptual learning achievements of 1442 students taught by those teachers were used as a yardstick, and two sets of self-designed questionnaires were used to demonstrate, describe, and discuss these elements and their current state in the teachers{\textquoteright} mind and determine influencing factors. According to the results, except for the knowledge of concept and student element, all the other three elements attained the passing level. Specifically, the level of common concept knowledge was relatively high, but this element had not attained the perfect level. A scope for improvement was observed for the other three conceptual knowledge elements. No significant difference in the knowledge elements level was observed among the teachers from different schools. },
	keywords = {concept teaching, teacher education, teacher knowledge, teachers{\textquoteright} concept teaching knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.121},
	url = {https://oaji.net/articles/2022/987-1647118018.pdf},
	author = {Mingyu Li}
}
@article {1237,
	title = {EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS{\textquoteright} STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1052-1068},
	abstract = {As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students{\textquoteright} attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students{\textquoteright} learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education. },
	keywords = {learning motivation, metacognition, STEM attitude, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1052},
	url = {https://oaji.net/articles/2022/987-1671188129.pdf},
	author = {Si-Jia Liu and Shao-Na Zhou and Shao-Rui Xu and Hua Xiao}
}
@article {1249,
	title = {EXPLORING FACTORS THAT AFFECT UNDERGRADUATE STUDENTS{\textquoteright} MOTIVATION TO LEARN CHEMISTRY AND PHYSICS },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1191-1204},
	abstract = {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{\textquoteright} 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{\textquoteright} academic major. Students{\textquoteright} 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{\textquoteright} motivation to learn either chemistry or physics relative to the ones obtained in the immediate past referring to the previous educational grade (secondary education).},
	keywords = {academic major, gender effect, quantitative research, science learning, students{\textquoteright} experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1191},
	url = {https://oaji.net/articles/2022/987-1672585587.pdf},
	author = {Katerina Salta and Dionysios Koulougliotis}
}
@article {1215,
	title = {A FOUR-TIER DIAGNOSTIC TEST TO DETERMINE PRE-SERVICE SCIENCE TEACHERS{\textquoteright} MISCONCEPTION ABOUT GLOBAL WARMING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {747-761},
	abstract = {Global warming is the most serious problem of our age. The most permanent measure to be taken against this problem is to ensure that individuals receive an effective and well-equipped education, free from misconceptions, which are obstacles to the efficiency of education. In this study, it is aimed to develop a four-stage diagnostic test that can reveal the misconceptions of pre-service science teachers about global warming. The sample of the study, in which the survey approach was used, consists of 401 pre-service teachers studying in the science teaching department at different universities in Turkey. The results show that the test is a valid and reliable measurement tool that can be used to determine the misconceptions, scientific knowledge, and lack of knowledge about global warming. In the study, the factor with the highest percentage of pre-service science teachers{\textquoteright} scientific knowledge and misconceptions was the consequences of global warming, while the factor with the highest percentage of lack of knowledge was calculated as the greenhouse effect factor. It is recommended to use the test to determine the current situation regarding the level and areas where the misconceptions of individuals are concentrated to improve the missing or faulty areas in the science curriculum.},
	keywords = {conceptual learning, environmental misconceptions, four-tier diagnostic test, global warming},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.747},
	url = {https://oaji.net/articles/2022/987-1667236518.pdf},
	author = {Atmaca Aksoy, A. C. and Sinan Erten}
}
@article {1175,
	title = {THE IMPACT OF TEACHERS{\textquoteright} PROFESSIONAL DEVELOPMENT IN SCIENCE PEDAGOGY ON STUDENTS{\textquoteright} ACHIEVEMENT: EVIDENCE FROM TIMSS 2019},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {258-274},
	abstract = {Teachers{\textquoteright} professional development (PD) is considered to be a topic of interest in science education. This study examines the impact of professional development in science pedagogy (PD in PED) on students{\textquoteright} achievement and how it influences teachers{\textquoteright} instruction based on the Trends in International Mathematics and Science (TIMSS)2019. The sample comprised 2,968 fourth-grade students and their 145 teachers and 3,265 eighth-grade students and their 150 teachers in Hong Kong. Teachers{\textquoteright} emphasis on science investigation (TESI) was included as a mediating factor. Multilevel mediation analyses revealed that PD in PED was significantly positively related to students{\textquoteright} science achievement, while the link between PD in PED and students{\textquoteright} science achievement was positively and completely mediated by TESI in the fourth grade. However, TESI had no mediating effect in the eighth grade, a finding that may be attributed to the characteristics of teacher PD programmes in different grades. The results also show that many teacher PD programmes are not of high quality and are intellectually superficial from the perspective of students{\textquoteright} achievement gains. Implications for teacher PD practices are discussed as well.},
	keywords = {hierarchical linear model, professional development, Science Achievement, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.258},
	url = {https://oaji.net/articles/2022/987-1652122655.pdf},
	author = {AiBin Tang and WenYe Li and Dawei Liu}
}
@article {1174,
	title = {IMPLEMENTATION OF INNOVATIVE ARTIFICIAL INTELLIGENCE COGNITIONS WITH PROBLEM-BASED LEARNING GUIDED TASKS TO ENHANCE STUDENTS{\textquoteright} PERFORMANCE IN SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {245-257},
	abstract = {This research conceived multivariate learning concepts and aimed at the implementation of integrating artificial intelligence (AI) life learning of face recognition, self-driving, and robots{\textquoteright} situational issues into problem-based learning (PBL) in natural science. This research put forward problem-solving and group cooperation in which students worked together to complete learning tasks from encountering problems to planning problem-solving. All 127 participants engaged in this research from the Hungkuo Delin University of Technology in Taiwan. 7 experts helped construct the content validity, construct validity, and reliability through instrument developments of 5 open-ended test questions and 31 learning attitude items. The statistical analyses revealed that those students improved their scientific cognitive skills of problem-solving by quantitative analyzes and presented their logical reasoning and activation ability by qualitative ones. In addition, the descriptive statistical analysis of learning attitude revealed that students had positive thinking attributes for the application of cross-disciplinary PBL and AI new knowledge. These findings had implications for the AI cognitions with PBL educational environment to increase innovation in the classroom. Pedagogical suggestions presented that students{\textquoteright} learning growth in the environment requires long-term cultivation to exhibit significant learning outcomes in the future.},
	keywords = {Artificial Intelligence, cross-disciplinary, Problem-Based Learning, situational issues},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.245},
	url = {https://oaji.net/articles/2022/987-1652122552.pdf},
	author = {King-Dow Su}
}
@article {1246,
	title = {INQUIRY AND PROJECT-BASED LEARNING AS AN APPROACH FOR DEVELOPING ENTREPRENEURSHIP COMPETENCIES IN PRIMARY SCHOOL HIGH-ACHIEVING STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1143-1164},
	abstract = {Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students{\textquoteright} entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students{\textquoteright} entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students{\textquoteright} entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased.},
	keywords = {entrepreneurial education, high-achieving students, primary school},
	doi = {https://doi.org/10.33225/jbse/22.21.1143},
	url = {https://oaji.net/articles/2022/987-1672585295.pdf},
	author = {Vera M. Divac and Filip Sta{\v s}evi{\'c} and Marina D. Kosti{\'c} and Daliborka Popovi{\'c} and {\DJ}ur{\dj}evi{\'c} Nikoli{\'c}, J.}
}
@article {1184,
	title = {INTERACTION EFFECT OF GENDER, ACROSS SCHOOL-TYPE ON UPPER-SECONDARY STUDENTS{\textquoteright} DEVELOPMENT OF EXPERIMENTAL REASONING ON ORGANIC QUALITATIVE ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {351-365},
	abstract = {Chemical tests (qualitative analysis) on functional groups may improve students{\textquoteright} understanding of basic concepts about the structure of organic compounds and their reactivity. However, upper-secondary school students have difficulties in learning organic qualitative analysis. This research has studied whether the gender of students and school-type affect development of experimental reasoning on organic qualitative analysis. From three school-types, 50.2\% males and 49.8\% females were sampled through a multistage sampling procedure and participated in a cross-sectional survey. Data from 263 students were collected with the aid of diagnostic test on knowledge of organic qualitative analysis. A two-way between-groups ANOVA and independent-samples t-test were used to analyse the data. It was found no interaction effect of gender and school-type on students{\textquoteright} development of experimental reasoning on organic qualitative analysis. },
	keywords = {gender and school-type, interaction effect, organic qualitative analysis, performance of students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.351},
	url = {https://oaji.net/articles/2022/987-1656443297.pdf},
	author = {Kenneth Adu-Gyamfi and Benjamin Anim-Eduful}
}
@article {1199,
	title = {THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS{\textquoteright} ACHIEVEMENT, METACOGNITION AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {545-557},
	abstract = {Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students{\textquoteright} achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students{\textquoteright} physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach{\textquoteright}s Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test.  The research results showed that the implementation of jigsaw technique in physics classes significantly improved students{\textquoteright} physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. },
	keywords = {Cooperative learning, metacognitive awareness, parallel group design, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.545},
	url = {https://oaji.net/articles/2022/987-1662186576.pdf},
	author = {Branislava K. Blajvaz and Ivana Z. Bogdanovi{\'c} and Tamara S. Jovanovi{\'c} and Jelena D. Stanisavljevi{\'c} and Milica V. Pavkov-Hrvojevi{\'c}}
}
@article {1187,
	title = {LEVEL OF ACCEPTANCE OF EPISTEMICALLY UNWARRANTED BELIEFS IN PRE-SERVICE PRIMARY SCHOOL TEACHERS: INFLUENCE OF COGNITIVE STYLE, ACADEMIC LEVEL AND GENDER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {398-407},
	abstract = {One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named {\textquotedblleft}epistemically unwarranted beliefs{\textquotedblright} (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor{\textquoteright}s Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers{\textquoteright} scientific literacy and increase the presence of rational style among teachers.},
	keywords = {cognitive style, epistemically unwarranted beliefs, gender influence, knowledge level, pre-service teachers, primary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.398  },
	url = {https://oaji.net/articles/2022/987-1656443578.pdf},
	author = {Pedro D. Cadena-Nogales and Joan J. Solaz-Portol{\'e}s and Yolanda Echegoyen-Sanz and Vicente Sanjos{\'e}-L{\'o}pez}
}
@article {1235,
	title = {MEASURING CHINESE RURAL SCIENCE TEACHERS{\textquoteright} SELF-PERCEPTION TOWARDS TEACHING COMPETENCIES: INSTRUMENT DEVELOPMENT },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1026-1039},
	abstract = {The teaching competency of rural teachers is fundamental to providing rural pupils with a high-quality education. Nonetheless, China has not yet established standardized competence criteria for rural science teachers, making it difficult to ascertain the actual competence of the rural teaching force on the front lines. Consequently, this study aimed at accessing Chinese rural science teachers{\textquoteright} teaching competency and exploring rural-urban differences by developing a measurement instrument. Factor analyses confirmed the reliability and validity of this instrument, which consisted of 21 items and four dimensions. In addition, the questionnaire was employed to examine 393 science teachers in China, discovering the significant rural-urban differences in terms of teaching implementation and learning evaluation together with teacher distribution. This study was hoped to promote the building of the teaching competency system and provide references for rural science teachers{\textquoteright} professional development.},
	keywords = {factor analysis, rural teacher, science teacher, teaching competency},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1026},
	url = {https://oaji.net/articles/2022/987-1671187941.pdf},
	author = {Mengmeng Li and Le Cai and Dimei Chen and Jianqiang Ye}
}
@article {1178,
	title = {THE MEASURING INSTRUMENT OF PRIMITIVE PHYSICS PROBLEM FOR UPPER-SECONDARY SCHOOL STUDENTS: COMPILATION AND EXPLORATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {305-324},
	abstract = {Problem solving is considered one of the most critical competencies for life. However, many students may perform well in school yet cannot transfer the skills they learned in school to solve real-world problems, especially in science education. This study discusses the characteristics of the problem from the physics education perspective, based on Problem Representation Theory, and proposes a new type of problem: The Primitive Physics Problem. Moreover, the significance and contribution in promoting students{\textquoteright} physics problem-solving ability, both theoretical and empirical, are described. Then the study develops a set of instruments that was tested on 811 students in 12th grade from 10 upper-secondary schools in China. The results showed that the new instrument had good reliability and validity. The promising application in the instruction of the Primitive Physics Problem and in measuring upper-secondary school students{\textquoteright} problem-solving ability of the instrument is discussed.},
	keywords = {primitive physics problem; problem solving; problem representation theory; assessment instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.305},
	url = {https://oaji.net/articles/2022/987-1652122936.pdf},
	author = {Hongjun Xing and Yanfang Zhai and Sisi Han and Yuping Zhao and Wenhui Gong and Yuting Wang and Jing Han and Qiaoyi Liu}
}
@article {1188,
	title = {MULTI-INDEX AND HIERARCHICAL COMPREHENSIVE EVALUATION SYSTEM FOR TRAINING QUALITY OF SCIENCE AND ENGINEERING POSTGRADUATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {408-427},
	abstract = {It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multi-index and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates{\textquoteright} basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.},
	keywords = {Analytic Hierarchy Process, CIPP model, multivariate statistical analysis, postgraduate quality training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.408},
	url = {https://oaji.net/articles/2022/987-1656921079.pdf},
	author = {Peitong Duan and Huijun Niu and Jiawen Xiang and Caiqin Han}
}
@article {1217,
	title = {MULTILEVEL LATENT PROFILE ANALYSIS OF ESTONIAN SECONDARY SCHOOL STUDENTS{\textquoteright} CAREER EXPECTATIONS WITH SCIENCE ACHIEVEMENT AND GENDER AS COVARIATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {788-800},
	abstract = {Although much research has explored the personal, family, school, and social influences on adolescents{\textquoteright} career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multi-level latent profile analysis was conducted with indicators of parents{\textquoteright} occupational status and children{\textquoteright}s career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students{\textquoteright} career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families. },
	keywords = {career expectation types, multilevel latent profile analysis, PISA 2018 datasets, Science Achievement, variations between schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.788},
	url = {https://oaji.net/articles/2022/987-1667236743.pdf},
	author = {Tao Jiang and Chen, J.-G. and Xu, P.-C and Zeng, P.-F.}
}
@article {1236,
	title = {NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1040-1051},
	abstract = {This study explores the phenomenon of {\textquoteright}school adaptation of novice primary school teachers{\textquoteright} in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a {\textquoteright}narrative{\textquoteright} methodology. Narrative inquiry starts with {\textquoteright}researcher{\textquoteright}s narrative{\textquoteright}, which begins with the researcher{\textquoteright}s own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools{\textquoteright} culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers.},
	keywords = {designing science lesson, novice teacher, science education, teacher agency, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1040},
	url = {https://oaji.net/articles/2022/987-1671188041.pdf},
	author = {Sungman Lim and Soyoung Yun}
}
@article {1228,
	title = {NATURAL SCIENCE EDUCATION IN PRIMARY SCHOOL: SOME SIGNIFICANT POINTS },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {908-910},
	abstract = {The problems of natural science education remain extremely relevant. Over the last two decades, international conferences and symposia dedicated to the study of issues of natural science education have been held in many countries and at various levels. It was especially emphasized that the natural science literacy of society is insufficient, and its relevance will only increase in the 21st century. Early natural science education promotes and develops natural science literacy (Ferreira et al., 2015). In general, various changes have taken place and are taking place in the field of natural science education: the content of education is changing, the search for more effective forms and methods of teaching is taking place, etc., on the other hand, new quality society needs are emerging. There is no doubt that the significance of natural science education for the development of a child{\textquoteright}s personality is extremely high. },
	keywords = {primary school, science education, Science Literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.908},
	url = {https://oaji.net/articles/2022/987-1671187403.pdf},
	author = {Vincentas Lamanauskas}
}
@article {1161,
	title = {NEW DIGITAL COMPETENCE FOR SCIENCE TECHNOLOGY AND ENGINEERING EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-120},
	abstract = {In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today{\textquoteright}s schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today{\textquoteright}s situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.},
	keywords = {digital competences 1.0, digital competences 2.0, digital literacy, science/technology/engineering literacy, society 5.0},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.108 },
	url = {https://oaji.net/articles/2022/987-1647117944.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {1245,
	title = {PERIODIC TABLE REPRESENTATIONS IN TURKISH UPPER-SECONDARY SCHOOL CHEMISTRY TEXTBOOKS AND THE CHEMISTRY TEACHERS{\textquoteright} OPINIONS ON THEM},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1126-1142},
	abstract = {Periodic table is an important tool of chemistry for understanding the structure, function, and properties of the elements. Periodic table representations given in upper-secondary school chemistry textbooks are critical as they introduce chemical concepts. This study aimed to explore the features of periodic table representations given in Turkish upper-secondary school chemistry textbooks and the opinions of chemistry teachers who were using these textbooks in their classes. This qualitative study was composed of two stages. In the first stage, seven different upper-secondary school chemistry textbooks commonly used in Turkey were selected and analyzed by content analysis based on five criteria; type, content, portrayal, periodic trends, and color, emerged from the data. In the second stage, interviews were conducted by seven chemistry teachers who were actively using these textbooks in their classes. The results showed that generally teachers liked the basic, color-coded, recent, accurate periodic table representations to introduce the concepts. While teaching, they mostly preferred to show a complete periodic table first, and then the segmented ones. For the periodic trends, they agreed to include numerical values on the periodic table for letting students make sense of these values instead of having arrows that may cause memorization. },
	keywords = {chemistry education, periodic table representations, periodic trend, Turkish chemistry textbooks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1126 },
	url = {https://oaji.net/articles/2022/987-1672585179.pdf},
	author = {Sevil Akaygun and Ebrunur Arkun}
}
@article {1198,
	title = {A PERSONAL REFLECTION ON COVID-19 ONLINE TEACHING, LEARNING, AND ASSESSMENT WITH SUGGESTIONS FOR RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {536-544},
	abstract = {COVID-19 had a severe impact on teaching and learning in schools and tertiary education institutions. Human Rights Watch (Impact of Covid-19 on Children{\textquoteright}s Education in Africa, 2022) posits that due to the closure of many schools in African countries, a significant majority of learners were excluded from continuing their education as learning and teaching halted. The pandemic has also had its effect on the higher education sector within the South African context, however, data about non-attendance and drop-out seems not to be freely available as revealed by searching online. Nonetheless, it is reasonable to assume that there were drop-outs and non-attendance by students, however, not to the same extent as within schools as universities embarked on contingency plans to minimize dropouts. Nelson Mandela University in Gqeberha South Africa where the author of this editorial resides, implemented contingency plans within weeks of the COVID pandemic outbreak to offer students ICT devices on loan, e.g. by debiting it against their student accounts while Wi-Fi data access was secured through collaboration with internet providers. It appears that the university sector was able to be more proactive than schools, which can probably be attributed to the fact that the majority of universities have their own ICT infrastructures. In addition, many modules incorporated the use of ICT in various ways, including the use of learning management systems such as Moodle or similar. This resulted in many universities being better prepared to embrace the opportunity to extend online teaching, learning, and assessment in various forms during the COVID-19 pandemic. },
	keywords = {Covid-19 pandemic, learning management systems, online learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.536},
	url = {https://oaji.net/articles/2022/987-1662186470.pdf},
	author = {Andr{\'e} Du Plessis}
}
@article {1164,
	title = {PREDICTING KEY FACTORS AFFECTING SECONDARY SCHOOL STUDENTS{\textquoteright} COMPUTATIONAL THINKING SKILLS UNDER THE SMART CLASSROOM ENVIRONMENT: EVIDENCE FROM THE SCIENCE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {156-170},
	abstract = {The main purpose of this research was to explore the key factors influencing secondary school students{\textquoteright} computational thinking skills within the smart classroom environment. Data were collected from 420 students in 4 secondary schools in B city, China. The optimal fitting results of the structural equation model showed that internet attitudes, internet self-efficacy, and internet use are the key factors directly related to students{\textquoteright} computational thinking skills. Furthermore, there are indirect effects between students{\textquoteright} attitudes towards the internet and computational thinking skills through internet self-efficacy and internet use as mediators. These internet-related characteristics were confirmed to be significantly associated and simultaneously affected their computational thinking skills. After reviewing and reflecting on the research conclusions, this study proposed several measures to improve secondary school students{\textquoteright} computational thinking skills while taking into account the complicated interplay of internet psychology and behavior characteristics. },
	keywords = {computational thinking skills, Internet attitude, Internet self-efficacy, Internet use, secondary school students, smart classroom},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.156},
	url = {https://oaji.net/articles/2022/987-1647118150.pdf},
	author = {Danxia Xing and Chun Lu}
}
@article {1203,
	title = {PREDICTION OF THE CORRELATION BETWEEN PROBLEM-SOLVING SKILLS AND CONCEPTUAL REASONING IN STOICHIOMETRY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {615-637},
	abstract = {Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between problem-solving skills and conceptual reasoning in stoichiometry and if so, whether one can significantly predict the other. The theoretical framework is the cognitive load theory (CLT). This theory expects teachers to know where to focus their teaching and how to assess their learners{\textquoteright} work to avoid unnecessary overloading of the working memory, which might affect their performance. The explanatory sequential mixed-method research design was employed with 410 grade 11 Physical Science learners in their intact classes. The participants wrote the learner achievement test (LAT) and responded to a semi-structured interview. The learners{\textquoteright} test scores were then used to run a statistical test. The Pearson correlation and regression showed that the justifications given by learners for choosing correct or incorrect multiple-choice options were not due to chance, and the results of the learner interviews supported the learners{\textquoteright} performance in the test. Moreover, the findings indicated that there was a positive correlation between problem-solving skills and conceptual reasoning where statistically, conceptual reasoning predicted learners{\textquoteright} problem-solving skills using regression analysis. },
	keywords = {cognitive load theory, conceptual reasoning, explanatory sequential research design, problem-solving skills, stoichiometry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.615},
	url = {https://oaji.net/articles/2022/987-1662186893.pdf},
	author = {Love Kotoka and Jeanne Kriek}
}
@article {1155,
	title = {THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-25},
	abstract = {Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. },
	keywords = {effective mentoring, mentor teachers, pre-school education, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.07},
	url = {https://oaji.net/articles/2022/987-1647117435.pdf},
	author = {Durmu{\c s} Burak and Ahmet Simsar}
}
@article {1158,
	title = {PRE-SERVICE CHEMISTRY TEACHERS{\textquoteright} PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {52-68},
	abstract = {Ability to adequately analyze educational situations is essential not only for (pre-service) teachers{\textquoteright} occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers{\textquoteright} (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that pre-service teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher{\textquoteright}s activity {\textendash} all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson{\textquoteright}s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena{\textquoteright}s point of view, as well as students{\textquoteright} self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.},
	keywords = {ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.52},
	url = {https://oaji.net/articles/2022/987-1647117698.pdf},
	author = {Linda Honskusov{\'a} and Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {1169,
	title = {PRE-SERVICE SCIENCE AND COMPUTER TEACHERS{\textquoteright} VIEWS ON TEACHING PRACTICE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {179-191},
	abstract = {The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process. },
	keywords = {computer teaching, pre-service teachers, science teaching, teaching practice course},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.179},
	url = {https://oaji.net/articles/2022/987-1652122087.pdf},
	author = {Ayhan Bulut and Abdullatif Kaban and {\"O}mer Bilen}
}
@article {1176,
	title = {PRIMARY PRE-SERVICE TEACHERS{\textquoteright} METAPHORICAL PERCEPTIONS OF THE CONCEPT OF ENVIRONMENTAL POLLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {275-287},
	abstract = {Metaphors are expressions that are frequently used in people{\textquoteright}s minds to explain concepts with other unrelated concepts and have a personal emphasis on learning. The purpose of this study is to determine and interpret the metaphorical perceptions of primary school pre-service teachers towards environmental pollution. The "phenomenology" research design was used in this study. The study group of this research consists of a total of 372 primary pre-service teachers. Data were collected using semi-structured forms to determine the metaphorical perceptions of primary school pre-service teachers. The pre-service teachers were asked to complete the sentence, "Environmental pollution is like... because....". At the conclusion of multiple comparisons, by the relation degree between environmental pollution and its metaphors, it was determined that significant difference was in favour of the 2nd year between the 2nd and 4th years and in favour of the 3rd year between the 3rd and 4th years. As a result of the research, it was discovered that the majority of the metaphors produced by the pre-service teachers were in the "human" and "harmful/dangerous/uncomfortable situations" categories. Furthermore, the study discovered that as the year level increased, the number of related metaphors about environmental pollution decreased. },
	keywords = {environmental pollution, metaphorical perceptions, primary pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.275},
	url = {https://oaji.net/articles/2022/987-1652122730.pdf},
	author = {Eser {\"U}ltay}
}
@article {1190,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} DIFFICULTIES IN WRITING ARGUMENTS: IDENTIFYING CHALLENGES AND OPPORTUNITIES FOR SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {445-461},
	abstract = {In science education, the improvement in students{\textquoteright} ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of improvement in early primary school students{\textquoteright} ability to construct arguments and identify the types of difficulties encountered. Sixty-seven Japanese third-grade students (9{\textendash}10 years old) were taught to write arguments as specified by Zembal-Saul et al. (2012). The students were given two writing tasks before and after the lesson. To examine the students{\textquoteright} written arguments, each component of claim, evidence, and reasoning was scored based on a rubric. On comparing the scores of the pre-test and post-test writing tasks, it was found that 27 out of 67 students still had difficulty writing arguments during the post-test. An analysis of the students{\textquoteright} writing revealed four types of difficulties: {\textquoteleft}Incompleteness of components{\textquoteright}, {\textquoteleft}Inappropriateness of components{\textquoteright}, {\textquoteleft}Confusion between evidence and reasoning{\textquoteright}, and {\textquoteleft}Confusion between claim and evidence{\textquoteright}. This study offers insights pertaining to teaching implications and research recommendations. },
	keywords = {difficulties in writing arguments, elementary/primary school, explanation construction, small-sample quantitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.445},
	url = {https://oaji.net/articles/2022/987-1656443883.pdf},
	author = {Tomokazu Yamamoto and Shinichi Kamiyama and Tatsuya Tanaka and Etsuji Yamaguchi}
}
@article {1154,
	title = {PRODUCTIVE METAPHOR OF MOLECULAR ORBITALS IN EDUCATION AND ANY VIABLE THEORY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {A lot has been researched on and published about applying analogies in teaching science. The content being complex, often abstract, and difficult for understanding, analogy comes as an effective tool to catch the essence. In brief, using an analogy for explanation of something unfamiliar new, we take something familiar old and establish connections between the two (Sarantopoulous \& Tsaparlis, 2004).},
	keywords = {inadequate statistics, original atomic orbitals, probabilistic conclusions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.04},
	url = {https://oaji.net/articles/2022/987-1647117172.pdf},
	author = {Uladzimir Slabin}
}
@article {1219,
	title = {RASCH MODELLING TO EVALUATE REASONING DIFFICULTIES, CHANGES OF RESPONSES, AND ITEM MISCONCEPTION PATTERN OF HYDROLYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {817-835},
	abstract = {This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: 〖〖Na〗_5 P〗_3 O_10, NaOCl and 〖〖(NH〗_4)〗_2 〖SO〗_4. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students{\textquoteright} reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution{\textquoteright}s pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students{\textquoteright} abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students{\textquoteright} conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students{\textquoteright} chemical conceptual reasoning difficulties based on Rasch modeling.},
	keywords = {hydrolysis, misconception, Rasch model, reasoning difficulties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.817},
	url = {https://oaji.net/articles/2022/987-1667236909.pdf},
	author = {Laliyo, L. A. R. and La Kilo, A and Mardjan Paputungan and Wiwin Rewini Kunusa and Lilan Dama and Citra Panigoro}
}
@article {1223,
	title = {RESEARCH TRENDS AND ISSUES INCLUDING COMPUTATIONAL THINKING IN SCIENCE EDUCATION AND MATHEMATICS EDUCATION IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {875-887},
	abstract = {Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: 1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problem-solving activities using computers, and mathematics education mostly utilizes the {\textquoteleft}abstraction{\textquoteright} related approach. 2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. 3) CT education in science and mathematics education has used a convergence education approach (STEAM education). },
	keywords = {computational thinking, mathematics education, research trend analysis, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.875},
	url = {https://oaji.net/articles/2022/987-1667237304.pdf},
	author = {Woongbin Park and Hyuksoo Kwon}
}
@article {1183,
	title = {SCIENCE, HUMAN AWARENESS AND ENVIRONMENTAL ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {348-350},
	abstract = {The environment is a system, a complex system, which we are unable to comprehend, let alone truly understand, with the help of simplified models that we, humans, are able to process. Our human understanding of the complexity of a grain of sand simply isn{\textquoteright}t enough to construe and adapt the universe! This would require time and knowledge, which we do not have today, and which we will not have for a long time.  So, everything is in interpretation. Let us start our stories with some basic truths. The main premise is, that man doesn{\textquoteright}t need an outside enemy, he{\textquoteright}s the greatest threat to himself. But he{\textquoteright}s not just a threat to himself, he{\textquoteright}s a threat also to everything around him. No living thing on earth destroys it more than it takes for its existence, except for human. },
	keywords = {complex system, general solutions, major monopolies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.348},
	url = {https://oaji.net/articles/2022/987-1656443218.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1177,
	title = {SCIENCE MAPS AND BIBLIOMETRIC ANALYSIS ON HYGIENE EDUCATION DURING 2012-2021},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-304},
	abstract = {Hygiene education is becoming increasingly popular and is now addressed in both formal and informal education systems. Examining hygiene education research and developing a vision for the future will lead to creating a roadmap for future research as well as an analysis of past research. Research on hygiene education encompasses a variety of subtopics. It is critical for future researchers and thematic studies in this area to determine if there is a pattern to these concerns that cover a wide range of topics. The purpose of this study is to examine the topic of hygiene education using bibliometric analysis. From the Scope Database, 503 records remain for bibliometric analysis. This results in an average number of 5.02 publications per year. 1973 people contributed to the study. Among the top 10, most influential sources in terms of the number of articles are four websites related to dental hygiene. The United States leads the world in both the number of publications and a total number of citations, followed by Canada and China. Most of the research was related to oral hygiene education.},
	keywords = {bibliometric analysis, dental hygiene, hand hygiene, hygiene education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.288},
	url = {https://oaji.net/articles/2022/987-1652122814.pdf},
	author = {Muhammet Usak and Selma Sinan and Olcay Sinan}
}
@article {1205,
	title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS   },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-662},
	abstract = {It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers{\textquoteright} practices. This study, therefore, explored physics teachers{\textquoteright} perceptions of their knowledge base for teaching force concepts. Science teachers{\textquoteright} pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers{\textquoteright} actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers{\textquoteright} PCK.},
	keywords = {force concepts, pedagogical content knowledge, teacher knowledge, teachers{\textquoteright} perceptions of knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.651},
	url = {https://oaji.net/articles/2022/987-1662187050.pdf},
	author = {{\textquoteright}Maphole Marake and Loyiso C. Jita and Maria Tsakeni}
}
@article {1191,
	title = {SCIENCE TEACHERS{\textquoteright} THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-480},
	abstract = {This research examined theory-based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed.},
	keywords = {abductive thinking, hypothesis generation, learning cycle, lesson plan, theory-based teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.462},
	url = {https://oaji.net/articles/2022/987-1665989238.pdf},
	author = {Insun Lee and Jongwon Park and Hye-Gyong Yoon}
}
@article {1233,
	title = {SCIENCE TEACHING SELF-EFFICACY BELIEFS OF PRE-SERVICE TEACHERS: CONTEXT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND VISUAL METAPHORS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {989-1003},
	abstract = {It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to examine the pre-service primary school teachers{\textquoteright} SE beliefs related to science teaching in terms of the TPCK levels and visual metaphors they created related to science teaching. For this purpose, qualitative and quantitative methods were used in the research. The research sample consisted of 75 pre-service primary school teachers. A metaphorical perception form, a science SE scale, and a TPCK scale were applied as data collection tools. It was found that the majority of pre-service teachers in science teaching had moderate and high SE and technological pedagogical content. It was also found that pre-service teachers{\textquoteright} science teaching SE levels were related to the sub-dimension levels of the TPCK. When the visual metaphors created by the pre-service teachers were associated with quantitative data, it was seen that as the SE level of the pre-service teachers increased, visual metaphors gained a quality from general to specific. It was also concluded that the metaphors of the pre-service teachers with high SE levels were formed in more detail and accurately, and the conceptual errors were reduced.},
	keywords = {pre-service teachers, primary school, science teaching, self-efficacy visual metaphors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.989},
	url = {https://oaji.net/articles/2022/987-1671187800.pdf},
	author = {Zeynep Y{\i}ld{\i}z}
}
@article {1240,
	title = {THE SCOPE OF SCIENCE PROCESS SKILLS AND THE 5E EDUCATIONAL MODEL IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1101-1118},
	abstract = {Science education focuses on the methods of thinking about and using process skills rather than memorizing scientific facts. 5E educational model aims to learn by discovering scientific knowledge and engaging students in learning environments. The aim of this study was to examine the articles in the field of education related to the 5E educational model and science process skills (SPS) according to some criteria. The search in databases was carried out to cover the articles conducted in the last twelve years (2010-2021). Over the last 12 years, 522 articles on the 5E educational model and science process skills have been examined. In this descriptive content analysis study, randomized sampling came to the fore as the preferred sampling method, lower-secondary school students as the sample type, 11-50 as the sample size, and studies in which the effectiveness of a method was tested as the research type, lower-secondary school science as the research discipline, quasi-experimental as a research design, achievement tests as data collection tools, and frequency/percentage/charts were frequently used in data analysis.},
	keywords = {5E educational model, descriptive content analysis, science education, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1101},
	url = {https://oaji.net/articles/2022/987-1671188373.pdf},
	author = {Seraceddin Levent Zorluo{\u g}lu and Yal{\c c}inkaya {\"O}nder, E. and Bet{\"u}l Timur and Serkan Timur and Elif G{\"u}ven{\c c} and Ilg{\i}m {\"O}zergun and Muzaffer {\"O}zdemir}
}
@article {1170,
	title = {SELF-REGULATED LEARNING STRATEGIES IMPACT FOURTH-GRADE STUDENTS{\textquoteright} POSITIVE OUTCOMES IN SCIENCE CLASS },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {192-206},
	abstract = {For long years, researchers in the field believed that the development of self-regulated learning (SRL) behaviors of students could only be initiated around middle school years. Nowadays, a growing number of research around the world attempt to challenge this belief by demonstrating that SRL behaviors and strategies can emerge in students at an earlier age than expected through proper training and eventually affect students{\textquoteright} positive academic outcomes in the learning process. The purpose of this study was to examine the impact of the use of self-regulated learning strategies (SRLS) on fourth-grade students{\textquoteright} academic self-efficacy, science motivation, academic worry, and achievement in a primary school science classroom. A pre-test {\textendash} post-test control group quasi-experimental design was used. The participants were 39 fourth-grade students from a private primary school in Istanbul, Turkey. The SRLS (goal-setting, planning, note-taking, monitoring and self-evaluation) used in the study were explicitly taught to the students in the experimental group. The data were collected using two self-report questionnaires and an achievement test. A 2x3 Split-plot ANOVA test was used for data analyses. The results revealed that the use of SRLS significantly positively impacted students{\textquoteright} perceived academic self-efficacy, science motivation and academic achievement; and, significantly negatively affected their academic worry. The results of the retention tests, however, showed the necessity of continuous stimulation of SRLS to obtain optimal benefits for student outcomes. },
	keywords = {academic achievement, academic self-efficacy, academic worry, science motivation, self-regulated learning strategies (SRLS)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.192},
	url = {https://oaji.net/articles/2022/987-1652122203.pdf},
	author = {Busra Cengiz-Istanbullu and Gonul Sakiz}
}
@article {1186,
	title = {STUDENTS{\textquoteright} IDEAS ON COMMON EXPERIMENTS ABOUT THE PARTICULATE NATURE OF MATTER },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {381-397},
	abstract = {Research on students{\textquoteright} thinking about the particulate nature of matter has shown that students find it difficult to connect the macroscopic with the sub microscopic world. Although they have heard about atoms, students stay within a continuous model of matter or attribute macroscopic properties to particles. The research presented focuses on the arguments students make when they have to explain experiments on a sub microscopic level. The question is if experiments convince students of the applicability of the particulate nature of matter. Therefore, the researchers conducted twenty interviews according to the method of probing acceptance with students from lower and upper-secondary school. Every interview featured one of five experiments, commonly used in teaching. The goal was to see if the experiments helped students to successfully apply the particulate model of matter. Students{\textquoteright} answers were coded using qualitative content analysis. The results of this research show, that explaining experiments on a sub microscopic level proves a great challenge for students. None of the five experiments seems to be a good starting point when engaging students with the particulate nature of matter for the first time. Therefore, further research should focus on other ways of introducing this difficult topic to students. },
	keywords = {classroom experiments, conceptual change, particulate model, probing acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.381},
	url = {https://oaji.net/articles/2022/987-1656443487.pdf},
	author = {Florian Budimaier and Martin Hopf}
}
@article {1248,
	title = {STUDENTS{\textquoteright} OPINIONS TOWARD USING ONLINE PLATFORM SOCRATIVE IN CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1181-1190},
	abstract = {With the development of technology, various new applications are increasingly used in schools. Their implementation often creates a stimulating environment for learning and leads to an increase in student performance. Due to their effectiveness, student responder systems (SRS) and similar mobile applications are increasingly used in teaching. The aim of the research was to examine students{\textquoteright} opinions on application of Socrative online platform as a SRS in chemistry classes during formative evaluation. The sample included 77 primary and secondary school students from the Republic of Serbia. Online Socrative quiz was applied to evaluate their knowledge about mixtures (in primary school) and about antibiotics (in secondary school). After the quiz students filled out a questionnaire on their opinions towards the Socrative platform. The questionnaire consisted of 26 items organized in five subscales: advantage, belief, engagement, usability, and satisfaction. The obtained results showed that students had a positive opinion on the application of Socrative in chemistry education. As the positive features, students pointed out real-time feedback and increased engagement and motivation in class. Based on the obtained results, it can be concluded that students enjoy the use of online platform Socrative, so it is recommended for further use in chemistry classes in order to increase student participation and to develop a more efficient evaluation methodology.},
	keywords = {chemistry education, mobile learning, Socrative quiz, student response system},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1181},
	url = {https://oaji.net/articles/2022/987-1672585496.pdf},
	author = {Oli{\'c} Ninkovi{\'c}, S. I. and Jasna M. Adamov and Aleksandar P. Rakita}
}
@article {1160,
	title = {TEACHERS{\textquoteright} PERCEPTIONS AND STEM TEACHING ACTIVITIES: ONLINE TEACHER PROFESSIONAL DEVELOPMENT AND EMPLOYMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {84-107},
	abstract = {This study addressed teachers{\textquoteright} perceptions of the effect of online teacher professional development programs (OTPDPs) on their professional development. This five-month study focused on four aspects of OTPDPs: (1) Teachers{\textquoteright} perceptions on OTPDPs, (2) the impact of OTPDPs on lesson planning, (3) the impact of OTPDPs on STEM teaching, and (4) the impact of OTPDPs in STEM education on teacher employment. The sample consisted of 36 teachers. An OTPDP tailored to STEM education was designed to help participants develop professional skills. This study adopted a qualitative type of research, which was a single case study.{\textquotedblright} Data were collected through interviews, videotapes, and lesson plans. The data were analyzed using content analysis. Participants had positive perceptions about OTPDPs. They stated that the OTPDP helped them plan and teach STEM better and gain pedagogical and content knowledge. It also allowed them to acquire technological self-efficacy. They also noted that OTPDPs helped teachers develop the skills that would make them more likely to be employed in the future. The results indicate that technological self-efficacy and Internet access are of paramount importance for effective OTPDPs.},
	keywords = {online professional development, STEM education, teacher perception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.84 },
	url = {https://oaji.net/articles/2022/987-1647117876.pdf},
	author = {Bekir Y{\i}ld{\i}r{\i}m and Ahmet Tayfur Akcan and Erdin{\c c} {\"O}cal}
}
@article {1230,
	title = {TEACHING NATURAL SCIENCES: SIMPLIFYING SOME PHYSICS CONCEPTS AS ACTIVITIES AND LABORATORY TOOLS FOR KINDERGARTEN CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {928-945},
	abstract = {There is a severe shortcoming in science programs in kindergartens in Saudi Arabia. Therefore, this paper presents a conceptual framework for teaching physics concepts to kindergartens to contribute to the consolidation of scientific knowledge by stimulating the skills of inquiry, problem-solving and scientific thinking among children. The research aimed to study the effect of a program based on simplifying some physics concepts on kindergarten children{\textquoteright}s knowledge. Data were collected through semi-structured interviews, observation, video recordings of simple lab instruments for physics concepts, and children{\textquoteright}s in-app interactions and children{\textquoteright}s photographs. The sample consisted of (8) children of the age groups (5: 6 years) at the third level in kindergarten. The results indicated that children can be taught some scientific thinking skills. Children who practiced the planned activities developed their knowledge more orderly. Accordingly, it is concluded that the program can indicate the success of introducing natural sciences to the kindergarten stage. The current research recommends studies that show the quality and specifications of programs that suit the child{\textquoteright}s characteristics at this stage and the nature of education.},
	keywords = {kindergarten, laboratory tools, Natural Sciences, teaching physics concepts, the focus group method},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.928 },
	url = {https://oaji.net/articles/2022/987-1671618327.pdf},
	author = {Al Jadidi, N. A. and Dalia Abdelwahed Mohamed and Enas Mahmoud Elrefee}
}
@article {1218,
	title = {TEACHING OF CRITICAL THINKING SKILLS BY SCIENCE TEACHERS IN JAPANESE PRIMARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {801-816},
	abstract = {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{\textendash}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.},
	keywords = {critical thinking skills, in-service teachers, science learning, teachers{\textquoteright} training, teaching skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.801},
	url = {https://oaji.net/articles/2022/987-1667236818.pdf},
	author = {Hiroyoshi Kinoshita}
}
@article {1193,
	title = {A TOOL OF TECHNOLOGY-BASED LABORATORY ENABLED STUDENTS TO PRECISELY DESCRIBE SCIENTIFIC PHENOMENA },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {495-512},
	abstract = {Proposing scientific descriptions is critical for individuals to cope with daily problems and acquire essential information. Nonetheless, few classes have enhanced students{\textquoteright} ability to describe facts of scientific phenomena. Thus, using a tool of technology-based laboratory, this research examined whether students{\textquoteright} scientific descriptions and mathematical modelling behaviours could be improved. The participants included 52 undergraduate students randomly assigned to the experimental and control group. Two prompts were developed to remind the experimental group that it is common to place {\textquoteleft}time{\textquoteright} along the x-axis and that mathematical modelling is important in physics. Results showed that as expected, all participants generated more propositions in scientific descriptions, especially the experimental group. However, contrary to the hypothesis, the participants did not propose more correct propositions and the effect of group was limited. Moreover, the hypotheses were partially supported that the participants used more image-based and mathematics-based representations to describe phenomena, and the proportion of participants whose propositional type was quantitatively increased, though no main effects of group were observed. Most participants adjusted their mathematical models by keeping slightly changing the coefficients/constants to fit the data, rather than applying relevant physics knowledge to revise models, illustrating their difficulties in connecting mathematical representations with actual phenomena.},
	keywords = {mathematical modelling, model-building behaviours, modelling activities, physics teaching/learning strategies, technology-based laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.495},
	url = {https://oaji.net/articles/2022/987-1656444199.pdf},
	author = {Chia-Yu Liu and Chao-Jung Wu and Guo-Li Chiou and Wing-Kwong Wong}
}
@article {1202,
	title = {THE TYPES OF PEER SCAFFOLDING IN SCIENTIFIC EXPERIMENTAL ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {594-614},
	abstract = {This study studied the types of peer scaffolding presented in scientific experimental activities. The study included 14 university students. For the experimental activity of {\textquoteleft}determining temperature changes using the meridian altitude of the sun,{\textquoteright} information regarding experimental behaviors, thinking aloud, discourse, and retrospective interview data were collected and analyzed. A model was derived and utilized for experimental activities to analyze peer scaffolding, wherein students internally structured their experiences with the experimental activities. The results indicated that students utilized seven means of peer scaffolding: {\textquoteleft}demonstrating{\textquoteright}, {\textquoteleft}assisting{\textquoteright}, {\textquoteleft}monitoring{\textquoteright}, {\textquoteleft}posing{\textquoteright}, {\textquoteleft}questioning{\textquoteright}, {\textquoteleft}explaining{\textquoteright}, and {\textquoteleft}suggesting{\textquoteright}. Three types of peer scaffolding emerged: task completion-, model elaboration-, and learning support-oriented scaffolding. Each type differed in purpose, main mean, and major explanation details. Additionally, this study has observed the level of the model for the experimental activities and the time that had been provided to understand the experimental procedure influenced the three peer scaffolding types. These outcomes indicate that providing ample time to students independently structure the experimental procedure and supporting other students during experimental activities are essential. Moreover, providing assistance to students in focusing on observable phenomena by reducing the cognitive load required to process the experimental procedure is crucial.},
	keywords = {peer scaffolding, qualitative case study, scientific experimental activities, students{\textquoteright} interaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.594},
	url = {https://oaji.net/articles/2022/987-1662186805.pdf},
	author = {Seong-un Kim}
}
@article {1204,
	title = {UNDERGRADUATE STEM AND NON-STEM STUDENTS{\textquoteright} INTERPRETATION OF MEAN IN AN INFOGRAPHIC},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {638-650},
	abstract = {The use of infographics for presenting data in the media and on the Internet has become a widespread phenomenon. This study examines how well undergraduates interpret the mean when presented in infographic, their attitudes towards the misuse of statistics, and their perceptions of their knowledge and use of statistics. The infographic was intended for the general public. The questionnaire was developed in a pilot study and then it was presented to a sample of 270 students from universities in Serbia and the USA. The study showed that STEM undergraduates and those who attended a course in statistics interpreted the infographic better. However, between 46\% and 65\% of those misinterpreted the infographic which indicates that changes are needed in statistics education to improve statistical literacy. Concerning demographic characteristics, somewhat better results were achieved by the American students, while gender had weak significance. Students whose interpretations were more successful perceived their knowledge and use of statistics as better. An extremely low number of students, 7.5\%, disagreed that statistics is often misused, while only 14.2\% trusted the research results presented in the media. The results from this study can be useful for curriculum developers, teachers, and researchers on statistical education.},
	keywords = {infographics, mean interpretation, non-STEM students, statistical literacy, STEM students, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.638},
	url = {https://oaji.net/articles/2022/987-1662186977.pdf},
	author = {Zorana Lu{\v z}anin and Marija Kaplar and Tatjana Hrubik-Vulanovi{\'c}}
}
@article {1189,
	title = {UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF CHEMICAL EQUILIBRIUM IN AQUEOUS SOLUTIONS: DEVELOPMENT AND VALIDATION OF A TWO-TIER DIAGNOSTIC INSTRUMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {428-444},
	abstract = {Student understanding of chemical equilibrium in aqueous solutions (CEAS) plays a vital role in their upper secondary school chemistry learning and everyday life. Diagnosis of students{\textquoteright} alternative conceptions (ACs) of the CEAS will provide teachers with valuable information to make instructional decisions on student learning. This study aims to develop and validate an instrument to diagnose students{\textquoteright} ACs about the CEAS, including ionization equilibrium, water self-ionization equilibrium, the equilibrium of salt hydrolysis, and precipitation and dissolution equilibrium. Using Treagust (1998){\textquoteright}s development framework, we have developed 25 two-tier multiple-choice items for the CEAS diagnostic test. After completing the corresponding courses, 750 Grade 11 students from five public schools responded to the CEAS diagnostic test. Rasch modeling approach was employed to provide psychometric properties of the CEAS diagnostic test consisting of one-dimensionality, reliability, and validity. This study identified 15 ACs toward the CEAS. This study found that most students performed better on concept tiers rather than reasoning tiers. In addition, students have difficulties in connecting acidity, solubility, ionization, and chemical reaction and in using mathematical thinking to do transformation between concentration, equilibrium constant, and pH value.},
	keywords = {alternative conceptions, chemical equilibrium in aqueous solutions, Rasch Modeling, two-tier multiple-choice items},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.428},
	url = {https://oaji.net/articles/2022/987-1656443763.pdf},
	author = {Peng He and Changlong Zheng and Tingting Li}
}
@article {1194,
	title = {USE OF RASCH ANALYSIS TO DEVELOP AN ARABIC LANGUAGE SURVEY (STPLTS) TO MEASURE OMANI SCIENCE TEACHERS{\textquoteright} VIEWS TOWARDS THE CLASSROOM APPLICATION OF PEDAGOGICAL LEARNING THEORIES },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {513-527},
	abstract = {A range of pedagogical learning theories has been proposed to guide science teachers{\textquoteright} classroom teaching. This study presents the results of the development and use of an 18-item Arabic language rating scale survey to assess Omani teachers{\textquoteright} (N = 400) views towards the application of selected pedagogical learning theories of potential use in their science classrooms. The current study was a quantitative approach following the survey design.  Rasch analysis was used to guide the analysis of the instrument. The results suggested that one dimension was defined by survey items and item independence. Person and item reliability were acceptable. Analysis of category probability curves showed acceptable measurements from the rating scale. The Wright Map matched theory and so provided guidance for the future teaching of Omani science teachers. This study adds to the literature reporting the results of science education data collected from science teachers who teach for international use in general, and for Oman and Arab countries in particular. Perspectives and contributions of the study findings on improving science teaching and learning are discussed.},
	keywords = {Oman, pedagogical learning theories, Rasch analysis, science teachers{\textquoteright} views},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.513},
	url = {https://oaji.net/articles/2022/987-1656444312.pdf},
	author = {Mohamed A. Shahat and William J. Boone and Abdullah K. Ambusaidi and Khalsa Al Bahri and Annika Ohle-Peters}
}
@article {1201,
	title = {USING A MACHINE LEARNING APPROACH TO EXPLORE NON-COGNITIVE FACTORS AFFECTING READING, MATHEMATICS, AND SCIENCE LITERACY IN CHINA AND THE UNITED STATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {575-593},
	abstract = {Non-cognitive factors are considered critical aspects in shaping students{\textquoteright} academic achievement. This study aims to analyze and explore the mechanisms of the influence of non-cognitive factors on 15-year-old students{\textquoteright} abilities in China and the United States. Based on the Programme for International Student Assessment (PISA) 2018 education dataset, the Classification and Regression Tree (CART) model identifies and explains the factors. The study finds that there are 11 most influential common features in China and 9 in the United States. The two countries have 5 common features, the meta-cognition assess credibility, summarizing text ability, PISA test difficulty perception, science learning time, and school lessons numbers per week. Family economic status also impacts personal ability. Regarding subject characteristics, attitude towards failure is the determinant of reading and mathematics. Cooperation and competition among students help to improve mathematics and science. Furthermore, the comparison between the two countries concludes that self-awareness, family economic status, and school learning environment are critical to personal ability. The study concludes that it is necessary to foster a sense of healthy competition among students at the school level and provide more attention to students with low family socioeconomic status to improve their abilities.},
	keywords = {machine learning approach; non-cognitive factors; PISA 2018; personal ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.575},
	url = {https://oaji.net/articles/2022/987-1662186729.pdf},
	author = {Lu Ye and Yuqing Yuan}
}
@article {1159,
	title = {USING A THREE-TIER MULTIPLE-CHOICE DIAGNOSTIC INSTRUMENT TOWARD ALTERNATIVE CONCEPTIONS AMONG LOWER-SECONDARY SCHOOL STUDENTS IN TAIWAN: TAKING ECOSYSTEMS UNIT AS AN EXAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-83},
	abstract = {This research is conducted to identify the scientific conceptual cognition of ecosystem and the corresponding alternative conceptions by lower-secondary school students in Taiwan. Concept mapping, interviewing, and two-tier diagnostic test cannot make explicit reasoning pathways that students may use. Therefore, its purpose is to develop, validate, and utilize a three-tier multiple-choice diagnostic instrument for the ecosystem concept (TDIEC). The instrument can assist teachers in analyzing their students{\textquoteright} reasoning. This does not only distinguish alternative conceptions from lack of knowledge but also determines the percentages of false positives and false negatives. One hundred and six students were tested with this instrument in Taiwan. The data analysis reveals common alternative conceptions shared by students, indicating that 35.59\% of the samples had inaccurate conceptualizations of ecosystems. Common alternative conceptions of ecosystems include the following: (i) Only biological components constitute an ecosystem; (ii) The Venus flytrap and pitcher plants are preys; (iii) Competition is synonymous to predation; (iv) Ecological balance refers to the sustainable circulation of energy and matter in the environment; and (v) The simpler the species, the more stable the ecosystem. It concludes with the interpretation of the results, suggestions for the application of the TDIEC, and correct alternative conceptions in Ecology classes.},
	keywords = {alternative conceptions, ecosystem concepts, lower-secondary students, Three-Tier Diagnostic Instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.69},
	url = {https://oaji.net/articles/2022/987-1647117785.pdf},
	author = {Jun-Hui Yeo and Hsi-Hsun Yang and I-Hsuan Cho}
}
@article {1192,
	title = {UTILIZING MULTIDIMENSIONAL SCALING TO REPRESENT THE CONCEPTUAL STRUCTURES OF ATOMIC STRUCTURE IN UPPER-SECONDARY SCHOOL TEACHERS AND STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {481-494},
	abstract = {This research aimed to explore the upper-secondary school chemistry teachers{\textquoteright} and students{\textquoteright} conceptual structures of atomic structure by using multidimensional scaling. Atomic structure is considered to be one of the most difficult concepts in upper-secondary school chemistry course so that the conceptual structure regarding atomic structure held by the learner is necessary to examine. Based on a questionnaire survey for upper-secondary school chemistry teachers and university chemistry professors, 40 concepts were selected as a useful concept pool of atomic structure. Then, the conceptual structures and the specific classifications of concepts from 168 upper-secondary school chemistry teachers and 336 tenth-grade students were investigated by multidimensional scaling and hierarchical cluster analysis. The results showed that the 3-D solutions were appropriate for the conceptual structures of teachers and students respectively. Next, the conceptual structure of teachers utilized as an evaluation criterion was more scientific than that of students. The conceptual structure of students with high academic achievement was more scientific than that of the low achievers. Multidimensional scaling utilized to explore students{\textquoteright} conceptual structure of scientific concepts can provide a new and benefic form of evidence to understand the concept learning outcome of students.},
	keywords = {atomic structure, conceptual structure, hierarchical cluster analysis, multidimensional scaling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.481   },
	url = {https://oaji.net/articles/2022/987-1656444105.pdf},
	author = {Huimei Lin and Yangyi Qian and Jinju Wen and Yuhua Mai}
}
@article {1247,
	title = {THE WATERWORKS: A CONTEXT FOR UNDERSTANDING CHEMISTRY CONCEPTS IN THE SEVENTH GRADE OF PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1165-1180},
	abstract = {Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities. },
	keywords = {chemistry concepts, context-based approach, industry field trip, thirteen-year-old students, waterworks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1165},
	url = {https://oaji.net/articles/2022/987-1672585401.pdf},
	author = {Milo{\v s} S. Kozi{\'c} and Dragica D. Trivic}
}
@article {1014,
	title = {THE ALIGNMENT BETWEEN THIRD-GRADE PRIMARY SCHOOL SCIENCE TEXTBOOKS AND CURRICULUM STANDARDS IN CHINA AND JAPAN},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {507-518},
	abstract = {This study applied the Porter{\textquoteright}s alignment model to construct a localized two-dimensional framework based on Anderson{\textquoteright}s taxonomy. The research chose the third-grade primary school science textbooks from two representative presses in China and Japan, coded the textbooks and curriculum standards, calculated the alignment level between the textbooks of the two presses and their corresponding curriculum standards, and discussed the alignment level from the topic, cognitive demand, and emphasis. The results show that the B version in Japan is significantly aligned with the Japanese curriculum standard, but the A version in China does not have significant alignment with the Chinese curriculum standard. Besides, a common problem is that the ratios of life science in sample science textbooks both exceed the requirements of the curriculum standards, and the problems of exceeding the standard in cognitive demand and not highlighting the key points also need to be concerned. This study provides ideas and references for countries with similar educational situations to study the compilation of science textbooks and fills up the deficiency of the international comparison of the alignment between primary school science textbooks and curriculum standards by using the alignment model.},
	keywords = {alignment evaluation, content analysis, curriculum standards, primary school, science textbooks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.507},
	url = {http://oaji.net/articles/2021/987-1622791533.pdf},
	author = {Lihui Sun and Liangbo Li}
}
@article {1090,
	title = {AMALGAMATING WESTERN SCIENCE AND AFRICAN INDIGENOUS KNOWLEDGE SYSTEMS IN THE MEASUREMENT OF GRAVITATIONAL ACCELERATION},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {729-739},
	abstract = {There is the need to liberate the school science teaching process to suit the culturally bound day-to-day experiences of learners. The clarion call becomes expedient in the light of pedagogical failure in science education, which precipitates poor science achievement, especially in non-Western cultures. Non-Western knowledge systems, specifically African indigenous knowledge systems (AIKs), have been excluded from science teaching, which accounts for the poor achievement of learners. This research therefore measured the effect of the type of teaching materials, gender and the interaction between gender and type of teaching materials on the measurement of gravitational acceleration. The analysis of covariance (p<= .05) was used to analyse data which were collected from 264 sampled learners. The results from the research indicated that amalgamating Western science and culturally bound AIKs teaching materials in a non-Western culture enhanced the determination of gravitational acceleration and bridged the gender divide in Physics achievement. The amalgam of Western science and non-Western culturally bound science can transform science teaching, make science more relevant to everyday experiences of learners and enhance their understanding of science and ultimately their achievement. },
	keywords = {African Indigenous Knowledge Systems, amalgamating, gravitational acceleration and experimental},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.729},
	url = {http://oaji.net/articles/2021/987-1633680272.pdf},
	author = {Mishack T. Gumbo and Fidelis O. Nnadi and Rose C. Anamezie}
}
@article {973,
	title = {ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON{\textquoteright}S CLASSROOM TEST OF SCIENTIFIC REASONING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {146-159},
	abstract = {The Lawson{\textquoteright}s Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students{\textquoteright} scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR.  The data were collected from students in grade 4 through college in both the United States and China. Students{\textquoteright} response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students{\textquoteright} response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students{\textquoteright} level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students{\textquoteright} reasoning skills.},
	keywords = {control-of-variable, grade level, pattern analysis, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.146},
	url = {http://oaji.net/articles/2021/987-1611649216.pdf},
	author = {Shao-Na Zhou and Qiao-Yi Liu and Kathleen Koenig and Qiu-ye Li and Yang Xiao and Lei Bao}
}
@article {1106,
	title = {ASSESSING THE VALIDITY AND RELIABILITY OF SCIENCE MULTIPLE CHOICE TEST USING RASCH DICHOTOMOUS MEASUREMENT MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {924-941},
	abstract = {Multiple choice tests are widely applied to assess students{\textquoteright} knowledge in science education. This study aimed at assessing the validity and reliability of Science Multiple-choice Test in Malaysia. The items for this test were formulated by the researcher together with a panel of science teachers and the head of the science department with close reference to Secondary School Standard Curriculum (KSSM) syllabus. The test consists of 50 multiple-choice items with four options. Rasch measurement model was adopted to evaluate the quality of the Science Multiple-choice Test in terms of reliability analysis, item polarity analysis (PTMEA-CORR), item fit analysis and Principal Component Analysis of Residuals (PCAR). The reliability analysis was performed using Cronbach{\textquoteright}s Alpha, and the results of reliability and separation index respectively indicated good reliability level of the test items. In order to improve the validity of the test, two negatively worded items (Q39 and Q40) were removed. Lastly, the PCAR analysis showed the unexplained variance in the 1st contrast (5.4\%) was found to be well controlled and was below the ceiling value of one-third of the variance explained by the item (18.7\%). However, the positive value of the disattenuated correlations indicate no evidence of the presence of secondary dimension. },
	keywords = {multiple-choice test, Rasch Measurement Model, reliability and validity, science subject, secondary school standard curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.927},
	url = {http://oaji.net/articles/2021/987-1639222215.pdf},
	author = {Najah Hazirah Mohd Dzin and Yoon Fah Lay}
}
@article {1095,
	title = {ASSESSING UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} INTERDISCIPLINARY UNDERSTANDING OF ENVIRONMENTAL ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {811-826},
	abstract = {Science educators have highlighted the need to develop students to integrate knowledge across science disciplines to address real-world issues. However, there has been little research about the development of interdisciplinary assessment instruments. In this research, the instrument that measures the level of upper-secondary school students{\textquoteright} interdisciplinary understanding of environmental issues was developed and validated based upon Wilson{\textquoteright}s Construct Modeling framework. After a pilot testing, the revised assessment instrument of interdisciplinary understanding covering five typical environmental problems comprised 14 multiple-choice questions and four constructed-response questions. Five hundred twenty-three eleventh graders, including 279 boys and 244 girls from mainland China, made up the research sample. The partial credit Rasch analysis has verified the reliability and validity of the interdisciplinary understanding instrument. In addition, the results of cluster analysis revealed that over half of the students could use some partially accurate scientific concepts and principles from two or more disciplinary perspectives to deal with a specific environmental issue. The validated instrument can provide insights for assessing and developing upper-secondary school students{\textquoteright} interdisciplinary understanding in science education.},
	keywords = {Environmental Issues, Interdisciplinary Assessment, Interdisciplinary Understanding, Rasch Measurement Model, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.811 },
	url = {http://oaji.net/articles/2021/987-1633680664.pdf},
	author = {Yu Lan and Shaohui Chi and Zuhao Wang}
}
@article {1009,
	title = {BIBLIOMETRIC ANALYSIS OF THE INTERNATIONAL SCIENTIFIC PRODUCTION ON ENVIRONMENTAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {428-442},
	abstract = {Environmental Education has become over recent decades an emerging area of knowledge; its evolution has been conditioned not only by different regional dynamics, but also by international guidelines and trends. Therefore, the literature reports multiple and diverse pedagogical, curricular and transdisciplinary approaches to this topic. Likewise, studies on the dynamics and trends in the generation and production of knowledge are relevant to both teachers and researchers in every field of knowledge. In this sense, it is presented a bibliometric study that aims to analyse the international scientific production on Environmental Education on the Web of Science (WoS) within the categories Education and Educational Research and Education, Scientific Disciplines for the last two decades (2000-2019). The information obtained was analysed using different bibliometric techniques, like descriptive statistics, degree of collaboration and co-occurrence maps generated by VOSviewer (version 1.6.15) software. The results show the accelerated increase in the production of knowledge in this area, they present the main research contexts, as well as some educational and research perspectives. Also, the collaboration between authors and universities was identified. },
	keywords = {bibliometrics analysis, environmental education, scientific education, scientific production},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.428 },
	url = {http://oaji.net/articles/2021/987-1622791155.pdf},
	author = {Marisol Lopera-Perez and Alexander Maz-Machado and Mar{\'\i}a Jos{\'e} Madrid and Astrid Cuida}
}
@article {1012,
	title = {THE COMMON METAPHORICAL PERCEPTIONS OF PROSPECTIVE TEACHERS AS TO DNA-GENE-CHROMOSOME CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {471-494},
	abstract = {This research was performed to determine the Common Metaphorical Perceptions of Prospective Teachers on DNA-Gene-Chromosome Concepts, despite classroom levels and university differences. For the baseline group studies, two State Universities, one from the east and the other from the north of Turkey, were selected to be studied in the Fall Semester of 2017-2018. They were respectively called University A{\textquotedblright} and {\textquotedblleft}B{\textquotedblright}. The population sample contained a total of 326 students from 1st, 2nd, 3rd, and 4th- classroom level of the {\textquotedblleft}Science Education Department{\textquotedblright} of {\textquotedblleft}Education Faculties.{\textquotedblright} The phenomenology design which is one of the qualitative research methods was applied. Answers to questions regarding {\textquotedblleft}the metaphors of DNA-Gene-Chromosome concepts{\textquotedblright} and {\textquotedblleft}under what theoretical categories the common features and metaphors were investigated{\textquotedblright} to be in line with the university differences. The research data were obtained by {\textquoteleft}metaphor identification{\textquoteright} for respective concepts and content examination studies in the framework of {\textquotedblleft}Qualitative Analysis Methods.{\textquotedblright} Correspondingly, it has been determined that Prospective Teachers have common metaphors concerning DNA-Gene-Chromosome concepts, regardless of their class or university differences.},
	keywords = {content analysis, metaphorical image for DNA-gene-chromosome, phenomenological research, prospective teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.471},
	url = {http://oaji.net/articles/2021/987-1622791389.pdf},
	author = {Banu{\c c}i{\c c}ek {\"O}zdemir}
}
@article {1042,
	title = {COMPARISON OF AUGMENTED REALITY AND CONVENTIONAL TEACHING ON SPECIAL NEEDS STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE AND THEIR LEARNING OUTCOMES },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-572},
	abstract = {This study examined the impact of the Augmented reality (AR) use on Jordanian 6th grade students{\textquoteright} attitudes towards science and their learning outcomes. A quantitative quasi-experimental study is preceded with the Pre-test and Post-test control group design model, where 24 students who identified to have special needs participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The two scales used in this research were reliable and validated. The results show significant results for the AR technology in enhancing student learning outcomes. Additionally, results supported that AR technology has the potential to enhance students with learning disabilities positive attitudes. The result shows that AR technology helped students in promoting positive attitudes towards students and enhance students learning outcomes. },
	keywords = {attitudes towards science, augmented reality, learning disabilities, learning outcomes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.558},
	url = {http://oaji.net/articles/2021/987-1629707085.pdf},
	author = {Turki Alqarni}
}
@article {995,
	title = {COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {261-276},
	abstract = {This study examined the effect of the SB-CPBL on Jordanian 8th-grade students{\textquoteright} attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students{\textquoteright} attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-{\`a}-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students{\textquoteright} attitudes towards science in school settings.},
	keywords = {Cooperative learning, cooperative problem-based learning, Problem-Based Learning, students{\textquoteright} attitudes towards science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.261 },
	url = {http://oaji.net/articles/2021/987-1616866031.pdf},
	author = {Wael Musalamani and Ruhizan Mohammad Yasin and Kamisah Osman}
}
@article {1094,
	title = {A COMPARISON OF SCHOOL CLIMATE WITH TIMSS 2015 SCIENCE ACHIEVEMENT AMONG SOUTH-EAST AND EAST ASIAN COUNTRIES },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {790-810},
	abstract = {Since 1995, the International Association for the Evaluation of Educational Achievement (IEA) implemented the Trends in International Mathematics and Science Study (TIMSS) as an international comparative study. This article aims at identifying the correlations of science classroom instructions with TIMSS science achievement of eighth graders among countries in Southeast Asia and East Asia. The freely downloadable secondary data were analyzed using a plug-in for SPSS, i.e., the International Database (IDB) Analyzer (version 4.0) of IEA using an imputation methodology involving plausible values so that student{\textquoteright}s performance can be reported. This study found that Southeast and East Asian countries with high average science achievement adequately emphasized academic success, have teachers with job satisfactions well as facing few challenges, have students with sense of belonging to school. Based on the research findings, policy recommendations were made to the Malaysian Ministry of Education to boost Malaysian eighth graders{\textquoteright} science performance in the forthcoming TIMSS studies.},
	keywords = {Classroom instructions, comparative study, leadership motivation, Science Achievement, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.790},
	url = {http://oaji.net/articles/2021/987-1633680594.pdf},
	author = {Yoon Fah Lay and Khar Thoe Ng}
}
@article {1105,
	title = {COMPREHENSIVE ANALYSIS OF THE FORT INSTRUMENT: USING DISTRACTOR ANALYSIS TO EXPLORE STUDENTS{\textquoteright} SCIENTIFIC REASONING BASED ON ACADEMIC LEVEL AND GENDER DIFFERENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {906-923},
	abstract = {Scientific reasoning ability is essential to get developed in the current digital age, particularly in the process of judgement and decision-making in complex problems. Few studies have conducted an in-depth exploration of scientific reasoning ability, especially in relation to the confidence level and gender. The scientific reasoning ability of Indonesian upper-secondary school and university students were examined and compared with previous recorded data of US students. In this study, the data were collected from 372 university and 528 upper-secondary education students in Indonesia. Students{\textquoteright} scientific reasoning ability was measured using a scientific formal reasoning test (FORT). In addition, confidence level and metacognitive data was collected through self-reported measures. Two-way ANOVA was performed to compare mean differences between groups based on academic level and gender and to observe interaction between the variables. Students{\textquoteright} confidence level in selecting the correct answer and distractor answer was analyzed using an independent t-test. The results reveal that many Indonesian students selected specific distractors with relatively high confidence. Moreover, upper-secondary school students and female students selected more distractors than the groups{\textquoteright} counterparts. Finally, the factors related to Indonesian students{\textquoteright} responses to the scientific formal reasoning were discussed.},
	keywords = {confidence level, distractor analysis, gender differences, Indonesian student, scientific (formal) reasoning test, scientific reasoning ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.906  },
	url = {http://oaji.net/articles/2021/987-1639222151.pdf},
	author = {Minsu Ha and Yustika Sya{\textquoteright}bandari and Ai Nurlaelasari Rusmana and Rahmi Qurota Aini and Sarah Meilani Fadillah}
}
@article {962,
	title = {THE CONCEPT OF INERTIA: AN INTERDISCIPLINARY APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-9},
	abstract = {{\textquotedblleft}Every body perseveres in its state of rest, or of uniform motion in a right line, unless it is compelled to change that state by forces impressed thereon{\textquotedblright} (p. Newton 1846, p. 83).
This is the famous first axiom or law of motion stated by Newton in his masterpiece The Mathematical principles of natural philosophy (ivi). Everywhere, in the courses of physics at the high school level the inertia principle is the first to be taught. However, there are many doubts that most of learners fully grasp its numerous and fundamental nuances, which are necessary for a satisfying introduction to physics. Therefore, I propose an interdisciplinary approach for the explanation of this principle in which history of science and analysis of the daily experiences are joined to offer a complete comprehension of the concept of inertia. 
},
	keywords = {inertia law, interdisciplinary approach, science education, sensorial experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.04},
	url = {http://oaji.net/articles/2021/987-1611648316.pdf},
	author = {Paolo   Bussotti}
}
@article {1008,
	title = {CONCEPTIONS OF LEARNING SCIENCE IN INFORMAL ENVIRONMENTS AMONG PRIMARY SCHOOL STUDENTS IN MAINLAND CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {407-427},
	abstract = {Previous studies on students{\textquoteright} conceptions of learning science (COLS) have focused primarily on formal environments. In these studies, students{\textquoteright} COLS were positively associated with their approaches to and outcomes for science learning. However, little research has been conducted to explore students{\textquoteright} conceptions of learning science in informal environments (COLSIE), despite its importance to students{\textquoteright} academic achievement. To fill this research gap, this study qualitatively and quantitatively explored Chinese primary school students{\textquoteright} COLSIE. First, in Study I, interview data gathered from a group of 80 students were analysed using the phenomenographic method, and ten hierarchical categories of COLSIE emerged (e.g., communicating and explaining). Based on these categories, a survey was developed and distributed to another group of 414 students in Study II. Exploratory factor analysis was conducted to validate the survey, which revealed nine factors matching the ten categories except for the initial categories of applying and understanding. This study also revealed the commonalities and uniqueness of COLSIE in comparison with students{\textquoteright} COLS in formal environments. The findings suggested that informal science learning experiences may strengthen students{\textquoteright} impressions of science practices. Science educators are encouraged to provide their students with opportunities to engage with science practices in informal environments.},
	keywords = {primary school students; Mainland China; conceptions of learning science; informal environments; phenomenographic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.407},
	url = {http://oaji.net/articles/2021/987-1622791047.pdf},
	author = {De-An Li and Qin Zhao and Xiao-Qi Yang and Wan-Mei Li and Rui Dai and Yang Xiao and Bing Yu}
}
@article {968,
	title = {THE CONCEPTUAL STRUCTURE OF CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY SCHOOL STUDENTS: EVIDENCE FROM FACTOR ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {80-92},
	abstract = {This research aimed to explore the conceptual structure of chemical equilibrium in upper-secondary school students using factor analysis. Research on chemistry education has shown that chemical equilibrium is an important but difficult-to-understand topic. Exploring the conceptual structure of chemical equilibrium among students will help chemistry researchers and educators to conduct more targeted teaching practices. Based on a survey of chemistry research and teaching practice experts, a high-quality concept pool composed of 24 relevant concepts was developed. Next, a survey involving a total of over 700 twelfth-grade students from five upper-secondary schools was conducted, and a factor analysis was utilized to determine the conceptual structure. The results showed that a three-factor model and a five-factor model with 15 relevant concepts were all accepted as the conceptual structure for students. The new form of conceptual structure in this research helps understand the features and categories in students{\textquoteright} latent organization of concepts. Also, it may be revealed that factor analysis can be utilized as an approach to exploring students{\textquoteright} conceptual structure.},
	keywords = {chemical equilibrium, chemistry education, conceptual structure, factor analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.80},
	url = {http://oaji.net/articles/2021/987-1611648800.pdf},
	author = {Yuhua Mai and Yangyi Qian and Linshen Li and Haihang Lan}
}
@article {1007,
	title = {CONSTRUCTING CORE TEACHING COMPETENCY INDICATORS FOR SECONDARY SCHOOL SCIENCE TEACHERS IN CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {389-406},
	abstract = {Science teachers play a key role in successfully implementing science education reforms and providing all students with meaningful science learning opportunities. Therefore, what core teaching competencies do science teachers need to have in their practice? This study uses fuzzy Delphi technique and Analytic Hierarchy Process to approach the above problems. Experts from Chinese universities, secondary schools and educational research institutions were invited to participate in two rounds of Delphi process. The research results show that the four domains of core teaching competencies of science teachers and their 21 competencies have high content validity. Additionally, it can be concluded that the weights of core competencies of making learning objectives, raising pedagogical questions, stimulating learning motivation and analyzing course content ranked high, while the weights of core competencies of using information technology and multimedia, evaluating practical work, and presenting research results have received less attention. It is believed that the results of this study can enlighten the education reform of science teachers and promote the professional development of pre-service/in-service science teachers.},
	keywords = {Analytic Hierarchy Process, fuzzy Delphi, science teacher, teaching competence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.389},
	url = {http://oaji.net/articles/2021/987-1622790950.pdf},
	author = {Jianqiang Ye and Shuaishuai Mi and Hualin Bi}
}
@article {1100,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {863},
	abstract = {Contents, Vol. 20, No. 6, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1639221798.pdf},
	author = {Editorial Board}
}
@article {987,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {167},
	abstract = {Contents, JBSE, Vol. 20, No. 2, 2021},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1616865426.pdf},
	author = {Editorial Board}
}
@article {961,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 20, No. 1, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1611648128.pdf},
	author = {Editorial Board}
}
@article {1086,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {695},
	abstract = {Contents, Vol. 20, No. 5, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633974371.pdf},
	author = {Editorial Board}
}
@article {1002,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {339},
	abstract = {Contents, Vol. 20, No. 3, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1622790426.pdf},
	author = {Editorial Board}
}
@article {1038,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {523},
	abstract = {Contents, Vol. 20, No. 4, 2021, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629706597.pdf},
	author = {Editorial Board}
}
@article {990,
	title = {CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-203},
	abstract = {Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students{\textquoteright} school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7\% male and 60.3\% female) of upper-secondary school.  Kolb{\textquoteright}s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students{\textquoteright} school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers.},
	keywords = {descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.184},
	url = {http://oaji.net/articles/2021/987-1616865664.pdf},
	author = {Milica M. Gaji{\'c} and Tomka B. Miljanovi{\'c} and Babi{\'c}-Kekez, S. S. and Vera D. {\v Z}upanec and Tamara T. Jovanovi{\'c}}
}
@article {1099,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {861-862},
	abstract = {Cover, JBSE, Vol. 20, No. 6, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1639221751.pdf},
	author = {Editorial Board}
}
@article {1085,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {693-694},
	abstract = {Cover page, Vol. 20, No. 5, 2021, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633679868.pdf},
	author = {Editorial Board}
}
@article {986,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {165-166},
	abstract = {Cover page, JBSE, Vol. 20, No. 2, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1616865380.pdf},
	author = {Editorial Board}
}
@article {1037,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {521-522},
	abstract = {Cover page, Vol. 20, No. 4, 2021, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629706542.pdf},
	author = {Editorial Board}
}
@article {960,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 20, No. 1, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1611648080.pdf},
	author = {Editorial Board}
}
@article {1001,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {337-338},
	abstract = {Cover page, Vol. 20, No. 3, JBSE, 2021},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1622790385.pdf},
	author = {Editorial Board}
}
@article {997,
	title = {CURIOSITY TOWARDS STEM EDUCATION: A QUESTIONNAIRE FOR PRIMARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-304},
	abstract = {There are limited research studies about the development of questionnaire to assess the level of primary school students{\textquoteright} curiosity towards STEM education. In this research, curiosity towards STEM Education Questionnaire (CQ-STEM) instrument was developed based on Berlyne{\textquoteright}s Theory of Curiosity. CQ-STEM consisted of 10 items measuring the two constructs of curiosity towards STEM, namely exploration and acceptance. A total of 166 fifth graders aged 10 to 11 years enrolled in five urban schools in Sabah, Malaysia made up the research sample. Rasch Measurement Model was applied to determine the validity and reliability of CQ-STEM. The validity of the CQ-STEM instrument was well established among the constructs of exploration and acceptance through the person fit, item fit, item polarity, unidimensionality, and variable map. The CQ-STEM instrument was found to have a high reliability with a Cronbach{\textquoteright}s alpha value (KR-20) of .93.  CQ-STEM has an excellent item reliability and moderate high item separation value of .96 and 4.83 respectively. In conclusion, CQ-STEM has good validity and high reliability in measuring curiosity towards STEM Education among primary school students.},
	keywords = {curiosity towards STEM Education, primary school students, questionnaire development, Rasch Measurement Model, validity and reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.289},
	url = {http://oaji.net/articles/2021/987-1616866175.pdf},
	author = {Jamilah Ahmad and Siew, N. M.}
}
@article {1043,
	title = {DETERMINANTS OF SCIENCE TEACHERS{\textquoteright} HEALTHY EATING BEHAVIORS: COMBINING HEALTH BELIEF MODEL AND THEORY OF PLANNED BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {573-589},
	abstract = {This study was conducted to provide a comprehensive understanding of determinants of science teachers{\textquoteright} healthy eating intentions and behaviors by combining the health belief model and the theory of planned behavior into one conceptual framework and considering the mediating impact of attitude and intention on behavior. This study was conducted based on cross sectional study design between November 2019 and February 2020. A total of 13 hypotheses were tested and data collected from 563 science teachers in Turkey were analyzed using structural equation modeling. The results of the study showed that the proposed model explained the variance in intention and behavior at a more satisfactory level than existing theories. The results also revealed that all of the hypotheses were supported. In addition, the mediating role of attitude and intention in understanding science teachers{\textquoteright} healthy eating behaviors was identified. The study can provide important implications for education stakeholders, curriculum developers and science educators. },
	keywords = {health belief model, healthy eating behavior, science education, Theory of Planned Behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.573},
	url = {http://oaji.net/articles/2021/987-1629707190.pdf},
	author = {H{\"u}seyin Ate{\c s} and G{\"u}lcan Demir {\"O}zdenk and C{\"u}neyt {\c C}al{\i}{\c s}kan}
}
@article {965,
	title = {DEVELOPING A SELF-EFFICACY SCALE TOWARD PHYSICS SUBJECTS FOR LOWER-SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {38-49},
	abstract = {Physics subjects or topics as a part of science education enable students to explore nature and natural events by using physics laws and scientific methods. In the lower-secondary school, physics is a subfield within the science curriculum developed holistically with the broad field curriculum design unlike the subject-centred curriculum in the upper-secondary education. As an important factor that directs the achievement, self-efficacy is one of the predecessors of these cognitive and affective skills. Accordingly, most of the scales which evaluate the students{\textquoteright} cognitive or affective skills in the lower-secondary school are related to science course in a general context. This research aimed to develop a valid and reliable scale measuring the students{\textquoteright} self-efficacy beliefs toward physics subjects for lower-secondary schools. The sample consists of 2737 students. The draft scale consisted of 52 items and was applied to 1882 students in the first stage. To construct validity of the scale, exploratory factor analysis was performed. The results showed that the scale consisted of single- factor with 28 items. To confirm its factor structure, the scale was applied to 785 students. The research findings indicate that the scale is a valid and reliable instrument to measure the self-efficacy beliefs towards physics subjects. },
	keywords = {lower-secondary school, physics subjects, scale development, self-efficacy belief},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.38},
	url = {http://oaji.net/articles/2021/987-1611648551.pdf},
	author = {Mustafa Fidan and Meric Tuncel}
}
@article {1040,
	title = {DEVELOPMENT OF A CHILDREN ENTREPRENEURIAL SCIENCE THINKING TEST FOR STEM EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {528-545},
	abstract = {There are limited research studies about the development of test instrument to assess the level of entrepreneurial thinking among children in STEM education. The purpose of this research was to develop an Entrepreneurial Science Thinking Test (ESTT) for primary school children in STEM Education and evaluate its validity and reliability. The ESTT was developed using experiential learning theory which comprised of five constructs, namely Observation, New Ideas, Innovation, Creativity, and Value. The ESTT consisted of ten open-ended question items that require children to answer questions in statements and draw sketches of ideas. The evaluation was conducted to determine the reliability and validity of ESTT which involved five subject matter experts and 166 11-year-old fifth graders from five urban schools in Sabah, Malaysia. The data obtained from fifth graders were computed using WINSTEPS software version 3.73 and analysed using the Rasch measurement model. The results indicated a high acceptable content validity and construct validity, high internal consistency, and excellent item reliability and item separation. Through item fit analysis, all items were retained. The finding established the reliability and validity of the ESTT and would therefore represent a valid and highly reliable instrument for measuring entrepreneurial science thinking among fifth graders in STEM Education. },
	keywords = {experiential learning theory, science entrepreneurial thinking, STEM education, validity and reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.528},
	url = {http://oaji.net/articles/2021/987-1629706893.pdf},
	author = {Jamilah Ahmad and Siew, N. M.}
}
@article {1013,
	title = {EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT OF TEACHING APPROACH BASED ON GAME-BASED STUDENT RESPONSE SYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {495-506},
	abstract = {Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students{\textquoteright} involvement have not been examined. Therefore, this research{\textquoteright}s main aim was to determine the educational efficiency and students{\textquoteright} involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students{\textquoteright} involvement were calculated based on students{\textquoteright} achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students{\textquoteright} involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students{\textquoteright} engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students{\textquoteright} performance. Therefore, GSRS approach should be used often in the classroom. },
	keywords = {educational efficiency, GSRS, scientific reasoning, students{\textquoteright} involvement, teaching physics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.495},
	url = {http://oaji.net/articles/2021/987-1622791464.pdf},
	author = {Branka Radulovi{\'c}}
}
@article {972,
	title = {EFFECT OF A STEM-ORIENTED COURSE ON STUDENTS{\textquoteright} MARINE SCIENCE MOTIVATION, INTEREST, AND ACHIEVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {134-145},
	abstract = {In recent years, marine science education has received increasing attention around the world, but the integration of STEM education into the marine curriculum is rarely applied to lower-secondary schools. The purpose of this research was to determine the effect of a teaching module on the topic of marine science, developed using a STEM approach, on the motivation, interest, and marine science achievements. The 9th-grade students from two classes in a Taiwanese public school were recruited in this study. Students in the experimental group were taught using the STEM course. Students in the control group were taught in a traditional didactic teaching course. Pre- and post-tests were used to determine marine science achievement, interest, and learning motivation. The experimental group gained significantly superior scores in three out of four dimensions towards motivation and two out of three dimensions interest. A significant difference was found between the experimental group and the control group, with the former showing increased marine science achievement over the latter in higher-order thinking; however, no significant differences were with respect to cognition. It is concluded that involving STEM-based implementations in teaching, the subject {\textquotedblleft}Marine Science{\textquotedblright} increases the success rate and attitude towards the subject of students.},
	keywords = {learning interest, learning motivation, marine science achievement, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.134},
	url = {http://oaji.net/articles/2021/987-1611649111.pdf},
	author = {Liang-Ting Tsai and Cheng-Chieh Chang and Hao-Ti Cheng}
}
@article {1048,
	title = {THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-663},
	abstract = {Learning experiences can affect students{\textquoteright} interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students{\textquoteright} interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students{\textquoteright} ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students{\textquoteright} ISC; FLE and ILE can also indirectly affect students{\textquoteright} ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students{\textquoteright} ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students{\textquoteright} SSE and SCP.},
	keywords = {interest in STEM careers, learning experiences, Social Cognitive Career Theory, STEM careers perceptions, STEM self-efficacy, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.651},
	url = {http://oaji.net/articles/2021/987-1629707739.pdf},
	author = {Ning Wang and Aik-Ling Tan and Wu-Rong Xiao and Feng Zeng and Jiong Xiang and Wei Duan}
}
@article {1102,
	title = {THE EFFECT OF REACT STRATEGY ON ACHIEVEMENT IN SCIENCE EDUCATION: A MIXED RESEARCH SYNTHESIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {868-880},
	abstract = {There is a contradiction in the literature about the effect of REACT strategy on science achievement. This study aims to resolve this contradiction by determining the effect of REACT strategy on student science achievement and the factors affecting this strategy by integrating findings obtained from both qualitative and quantitative studies. The study was conducted using a mixed-research synthesis by including 19 quantitative and 10 qualitative studies. Data obtained from quantitative findings were combined using a meta-analysis method, and data from qualitative findings were combined using a thematic synthesis method. It was attempted to explain the variance between studies included in the meta-analysis by using analytic themes derived from the thematic synthesis. As a result of the meta-analysis, teaching based on the REACT strategy was found to have a strong effect on science achievement (ES = 1.041, 95\% CI: 0.7876 to 1.2948). The thematic synthesis yielded four descriptive themes, {\textquotedblleft}teaching-learning process in the REACT strategy{\textquotedblright}, {\textquotedblleft}learning outcomes in the REACT strategy{\textquotedblright}, {\textquotedblleft}limitations of the REACT strategy{\textquotedblright}, and {\textquotedblleft}recommendations for practice{\textquotedblright}. Teaching based on the REACT strategy was found to contribute largely to the learning process and learning outcomes. Some limitations were found in practice, and recommendations were determined to address these limitations.},
	keywords = {contextual teaching, mixed research synthesis, REACT strategy, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.868  },
	url = {http://oaji.net/articles/2021/987-1639221934.pdf},
	author = {Cenk Akay and Sedat Kanadli}
}
@article {1110,
	title = {EFFECT OF TEACHING AND LEARNING-SCRUM ON IMPROVEMENT PHYSICS ACHIEVEMENT AND TEAM COLLABORATION ABILITY OF LOWER-SECONDARY SCHOOL STUDENT},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {983-1000},
	abstract = {Employers believe that people with the ability to work in teams can bring success to their business. Therefore, it is very essential to start cultivating students{\textquoteright} teamwork skills in lower-secondary school to prepare students for the future. This study took "Physics in Bicycles" as an example to explore the effect of Teaching and Learning-Scrum (TL-Scrum) on students{\textquoteright} physics achievement and team collaboration ability. It was conducted at a lower-secondary school in Changsha, China. "Physical Knowledge of Bicycles" Test and "Team Collaboration Ability" Measurement were applied to the two groups prior to and following the experiment. The experimental group (N=61) participated in TL-Scrum teaching, whereas the control group (N=58) participated without TL-Scrum teaching. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the academic achievement. In addition, the results showed better positive effects of TL-Scrum on experimental group learners in team collaboration ability. Results suggested that learners achieved better academic achievements and team collaboration with the approach of TL-Scrum, which pointed to certain implications for physics teaching research, as well as in education of future physics teachers.},
	keywords = {lower-secondary school students, physics education, team collaboration, TL-Scrum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.983},
	url = {http://oaji.net/articles/2021/987-1639222485.pdf},
	author = {Jia-Wen Xiang and Cai-Qin Han}
}
@article {1045,
	title = {THE EFFECT OF USING COMPUTER SIMULATIONS ON GRADE 11 LEARNERS{\textquoteright} PERFORMANCE IN PLANTS BIODIVERSITY IN SOUTH AFRICA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-621},
	abstract = {Teachers use different pedagogies to improve learners{\textquoteright} performance. The study explored the effect of Computer Simulations (CS) on Grade 11 learners{\textquoteright} performance when taught Plants Biodiversity. A Solomon Four-Group design was used to cater for internal and external validity. Sixty-six learners were assigned to two Control Groups (CG) taught using CS and 66 learners to two Experimental Groups (EG) taught using Talk and Chalk Method (TCM). The pre-test was administered to EG1 and CG1, while post-tests were administered to all four groups. Focus Group Discussion Interviews (FGDI) were conducted with 12 learners: six from EG and six from CG. Quantitative data were analyzed using a T-test, Analysis of Variance (ANOVA), while qualitative data were analyzed using thematic analysis. The results show that EG outperformed CG (T-test; ANOVA; p < .05). Boys{\textquoteright} and girls{\textquoteright} performance in EG did not differ significantly, suggesting that CS favour both gender to perform well. CS positively influenced EG learners{\textquoteright} attitudes towards Biodiversity topic, but not CG. Thus, CS is an effective tool for enhancing learners{\textquoteright} performance. },
	keywords = {computer simulations, learners{\textquoteright} performance, Solomon Four-Group Design, Talk and Chalk Method (TCM)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.612},
	url = {http://oaji.net/articles/2021/987-1629707411.pdf},
	author = {Israel Kibirige and Kgashane Bethuel Bodirwa}
}
@article {1107,
	title = {THE EFFECTS OF AUTONOMY-SUPPORTIVE AND CONTROLLING TEACHING BEHAVIORS ON PRIMARY STUDENTS{\textquoteright} STEM LEARNING PERFORMANCE AND FLOW EXPERIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {942-955},
	abstract = {Flow experience plays a major role in influencing students{\textquoteright} interest of STEM, which is the key to promote STEM talent development. Various teaching behaviors contribute differently to student learning performance and flow experience. Specifically, this research sought to concretely explore the different influences of Autonomy-supportive (AS) teaching behavior and Controlling (C) teaching behavior on students{\textquoteright} STEM learning performance and flow experience. The research conducted an experimental exploration of STEM project among primary school students in two groups with two different teaching behaviors (AS and C) respectively. T-test and ANCOVA analysis revealed that both teaching behaviors greatly contributed to improvement of students{\textquoteright} learning performance. MANCOVA analysis showed that students in Autonomy-supportive group got slightly significant higher flow experience than those in Control group. Regarding flow constructs, both groups had the similar level of engagement, but students in Autonomy-supportive group had higher enjoyment, and stronger control than those in the other group. In other words, Autonomy-supportive teaching behavior and Controlling teaching behavior both enhanced greatly students{\textquoteright} STEM learning performance. While Autonomy-supportive teaching behavior allowed students to be more enjoyable and have a higher level of control in STEM learning. },
	keywords = {autonomy-supportive teaching, controlling teaching, flow experience, intrinsic motivation, learning performance, STEM project},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.942},
	url = {http://oaji.net/articles/2021/987-1639222297.pdf},
	author = {Chu-yu Ou and Shao-Rui Xu and Chu-Ting Lu and Shao-Na Zhou and Hua Xiao}
}
@article {1108,
	title = {THE EFFECTS OF CONCEPT CARTOONS AND ARGUMENTATION BASED CONCEPT CARTOONS ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-968},
	abstract = {Although "Reproduction, Growth, and Development in Living Things" (RGDLT) is a core topic in the Turkish science curriculum, it is known that students have difficulties in understanding. Integrating concept cartoons and argumentation into the teaching of this unit has the potential to promote students{\textquoteright} interest and understanding. This research is the first to compare the effects of concept cartoons and argumentation-based concept cartoons on students{\textquoteright} academic achievement in teaching sixth grade RGDLT subjects. The research was performed with two experimental groups and one control group in a secondary school in Turkey. A quasi-experimental research design was used in the research. Analysis of the post-test results revealed that the success of the group using concept cartoons was higher than the control group, but more importantly, the success of the group using argumentation-based concept cartoons was higher than the group using concept cartoons. The results of this research indicate that the academic achievement of students can be increased significantly when concept cartoons and argumentation-based concept cartoon activities are used in addition to the constructivist methods in teaching these subjects. The results of the research serve as a guide for teachers and researchers interested in teaching science and biology subjects.},
	keywords = {argumentation, biology education, concept cartoons, living things, quasi-experimental research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.956},
	url = {http://oaji.net/articles/2021/987-1639222356.pdf},
	author = {Feyzi Osman Pekel}
}
@article {1047,
	title = {THE EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY ENGAGEMENT FACTORS ON SCIENCE PERFORMANCE BETWEEN SINGAPORE AND TURKEY USING MULTI-GROUP STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {639-650},
	abstract = {Information and Communication Technology (ICT) engagement, as a multidimensional construct, plays an increasingly important role in education. The main purpose of this research was to explore the effects of ICT engagement factors on science performance across Singapore and Turkey conditional to the sufficient degree of measurement invariance of ICT engagement scale. The multi-group confirmatory factor analysis results demonstrated strong factorial invariance of ICT engagement scale across Singapore and Turkey, so we were able to use ICT engagement scale to meaningful and valid comparisons between these countries. After obtaining measurement invariance, a multi-group structural equation modeling was used for the comparison of the effects of ICT engagement factors on student{\textquoteright}s performance of science between these two countries. While interest in ICT, perceived ICT competence and perceived autonomy in using ICT have significant positive direct effect on science performance in both countries, the direct effect of social relatedness in using ICT on science performance is negative in both Singapore and Turkey. Also, when compared with Singapore, the effects of all ICT engagement constructs on student{\textquoteright}s performance are higher in Turkey.},
	keywords = {ICT engagement, measurement invariance, multi-group SEM, PISA 2018, science performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.639},
	url = {http://oaji.net/articles/2021/987-1629707601.pdf},
	author = {Batuhan {\"O}zkan and Fatma Noyan Tekeli}
}
@article {964,
	title = {THE EFFECTS OF STEM ACTIVITIES ON 6TH GRADE STUDENTS{\textquoteright} CONCEPTUAL DEVELOPMENT OF SOUND},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {21-37},
	abstract = {Engineering design process-oriented STEM activities are activities that involve solving a real-world problem with teamwork by using integrative engineering design and engineering applications using scientific and mathematical concepts and 21st century skills. The research aimed to examine the effects of engineering design process-oriented STEM activities, which were developed for sound concept, on the conceptual development of 6th grade students. In the research, comparative case study design was used. The study group consisted of 40 students attending a middle school in Kayseri, Turkey. The teaching was carried out by the activities in science curriculum in the control group, while it was carried out by engineering design process-oriented STEM activities in the experimental group. Each student was individually interviewed using 11 open-ended questions in a verbal format. The mean of Kappa coefficients of the questions was 0.93. As a result of content analysis, 11 categories, including 21 themes and 81 codes, were obtained. When the differences between pre- and post-interviews were examined, it was seen that conceptual understanding levels of the students in experimental group were more positive than the students in control group. This shows that engineering design process-oriented integrated STEM activities have positive effects on students{\textquoteright} conceptual understanding of sound. },
	keywords = {case study, conceptual development, engineering design, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.21},
	url = {http://oaji.net/articles/2021/987-1611648462.pdf},
	author = {Ay{\c s}eg{\"u}l Dedet{\"u}rk and Asl{\i} Saylan K{\i}rm{\i}z{\i}g{\"u}l and Hasan Kaya}
}
@article {1111,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {1001-1004},
	abstract = {End page, JBSE, Vol. 20, No. 6, 2021},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1639222534.pdf},
	author = {Editorial Board}
}
@article {1098,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {857-860},
	abstract = {End page, Vol. 20, No. 5, 2021, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633680889.pdf},
	author = {Editorial Board}
}
@article {1000,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {332-336},
	abstract = {End page, JBSE, Vol. 20, No. 2, 2021},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1616866345.pdf},
	author = {Editorial Board}
}
@article {1051,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {691-692},
	abstract = {End page, Vol. 20, No. 4, 2021, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629708009.pdf},
	author = {Editorial Board}
}
@article {1015,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {519-520},
	abstract = {End page, Vol. 20, No. 3, 2021, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1622791586.pdf},
	author = {Editorial Board}
}
@article {974,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Other},
	chapter = {160-164},
	abstract = {End page, Vol. 20, No. 1, 2021, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1611649257.pdf},
	author = {Editorial Board}
}
@article {1006,
	title = {ENVIRONMENTAL AWARENESS, ATTITUDES, AND BEHAVIOUR OF PRESERVICE PRESCHOOL AND PRIMARY SCHOOL TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {373-388},
	abstract = {Environmental education represents an important factor in solving environmental issues and teachers have an important role in developing the environmental literacy of future generations. The aim of the present research was to assess and compare preservice preschool and primary school teachers{\textquoteright} environmental awareness, attitudes, and behaviour, as well as their opinions about environmental education. The research was carried out with 152 Slovenian preservice teachers of the Faculty of Education, University of Primorska. The data were collected using a questionnaire. Results showed that students have a relatively high level of environmental awareness and mostly demonstrated a positive attitude towards nature and its protection. Students highlighted the importance of environmental education in early childhood. The research showed no significant differences in the responses of students of both programmes in general, which indicates that the course contents have a less significant influence on students{\textquoteright} awareness, behaviour, and attitudes. According to the findings, there is a need for an improved course within the teacher training programme, especially with the implementation of more innovative teaching methods and activities to increase students{\textquoteright} environmental literacy. },
	keywords = {environmental attitudes, environmental awareness, environmental behaviour, preschool education, primary school education, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.373},
	url = {http://oaji.net/articles/2021/987-1622790863.pdf},
	author = {Nata{\v s}a Dolenc Orbani{\'c} and Nives Kova{\v c}}
}
@article {1044,
	title = {AN EVALUATION OF THE CREATIVE DRAMA METHOD USED IN THIRD- AND FOURTH- GRADE CLASSES ON ENVIRONMENTAL TOPICS BY TEACHING METHOD AND TEACHER EFFECT},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {590-611},
	abstract = {This study deals with the effects of applying drama method in the teaching of environmental issues in science courses on the achievement, retention of learning, student interest and attitudes of primary school students and also whether these effects are dependent on teachers. The study was designed on the basis of the Solomon Four-Group Design. The study is a two group pre- and post-test experiment in two parts, each part having an experimental and control group. The courses were delivered to both groups by the researcher in the first part and drama teacher in the second. The experimental groups received 144 hours of teaching for six weeks, during which a drama course outline was employed, while in the control groups the courses followed the course outlines covered in the curricula. The data were collected using the Environmental Achievement Test, Interest Scale towards the Environment and Attitude Scale towards Science. The findings suggest that the teachers had some effects on the methods, but the significant differences in scores were due to the drama method, which was found to improve the achievement of the third-grade students and the interest towards environment and attitudes towards science of both third- and fourth-grade students.},
	keywords = {creative drama method, environmental education, science education, teacher effect},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.590},
	url = {http://oaji.net/articles/2021/987-1629707310.pdf},
	author = {Nilg{\"u}n Bakkalo{\u g}lu and P{\i}nar {\"O}zdemir {\c S}im{\c s}ek}
}
@article {1011,
	title = {EXPLORING IN-SERVICE SCIENCE TEACHERS{\textquoteright} BELIEFS ABOUT GOALS OR PURPOSES OF SCIENCE TEACHING },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {456-470},
	abstract = {Research indicates that teachers{\textquoteright} beliefs about goals or purposes of science teaching, as one dimension of science teaching orientations, influence what happens in the classroom. The purpose of this research was to explore the self-reported and enacted goals or purposes of science teaching of four in-service Malawian science teachers using the curriculum emphases concept as a theoretical lens. This research used qualitative case study research design. Semi-structured interviews and classroom observations were used to explore teachers{\textquoteright} self-reported and enacted goals or purpose of science teaching, respectively. A deductive analysis approach was used to analyze interview and classroom observation transcripts, to understand the teacher{\textquoteright}s goals or purposes. Results reveal that while teachers have multiple self-reported goals or purpose of science teaching, most of these are not enacted during teaching in the classrooms. This suggests the topic-specific nature of the goals or purposes. Results also show that all the teachers were not aware of the self-as-explainer goal or purpose of science teaching both during interviews and instruction. These findings are discussed, and implications are proposed for science in-service teacher professional development and pre-service teachers{\textquoteright} training programs.},
	keywords = {curriculum emphasis, goals or purposes, science teachers{\textquoteright} beliefs, science teaching orientations, teacher professional knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.456},
	url = {http://oaji.net/articles/2021/987-1622791320.pdf},
	author = {Bob Maseko and Hlologelo Climant Khoza}
}
@article {1049,
	title = {EXPLORING THE EFFECTS ON FIFTH GRADERS{\textquoteright} CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {664-676},
	abstract = {The inquiry-based learning model can facilitate students{\textquoteright} understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students{\textquoteright} beliefs about the nature of the process of knowledge in science education. However, whether the {\textquotedblleft}prediction-observation-explanation{\textquotedblright} (POE) inquiry-based learning model can facilitate fifth graders{\textquoteright} concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders{\textquoteright} science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners{\textquoteright} SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors.},
	keywords = {inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.664},
	url = {http://oaji.net/articles/2021/987-1629707839.pdf},
	author = {Li Zhao and Wei He and Xiaohong Liu and Kai-Hsin Tai and Jon-Chao Hong}
}
@article {991,
	title = {FORMATIVE ASSESSMENT AS A TOOL TO ENHANCE THE DEVELOPMENT OF INQUIRY SKILLS IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {204-222},
	abstract = {Formative assessment (FA) is considered a powerful tool to enhance learning. However, there have been few studies addressing how the implementation of FA influences the development of inquiry skills so far. This research intends to determine the efficacy of teaching using FA in the development of students{\textquoteright} inquiry skills. A test of inquiry skills was used as the main research instrument to identify the level of the selected inquiry skills before and after a period of teaching with or without FA in the experimental and control group respectively. In the experimental group (n=73), FA was implemented across five subjects: biology, chemistry, physics, mathematics, and informatics, while the control group (n=48) was taught without any external intervention. In both groups, mostly teacher-centred methods of teaching were applied. The research findings confirmed a low initial level of inquiry skills. Teaching using FA showed higher efficacy than teaching without FA, even without a special focus on the inquiry methods. The experimental group achieved significantly better results compared to the control group. In addition, the results confirmed higher efficacy of FA in lower performing students. Gender did not prove as a determining factor in the effective implementation of FA.},
	keywords = {formative assessment classroom techniques, inquiry skills, inquiry skills test, science teaching, students{\textquoteright} performance, upper secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.204 },
	url = {http://oaji.net/articles/2021/987-1616865729.pdf},
	author = {M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Stanislav Luk{\'a}{\v c} and Zuzana Je{\v s}kov{\'a} and Veronika Jurkov{\'a} and Ren{\'a}ta Orosov{\'a}}
}
@article {1092,
	title = {THE GENERATIVE MECHANISM OF SECONDARY SCHOOL STUDENTS{\textquoteright} OCCUPATIONAL EXPECTATIONS IN THE BALTIC COUNTRIES: INFLUENCE OF FAMILY, SCHOOL, AND INDIVIDUAL SCIENCE LEARNING ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {759-774},
	abstract = {Gender, learning achievements, parents{\textquoteright} occupational status, social-economic backgrounds, and a few traits of schools affect students{\textquoteright} occupational expectations. However, no research had integrated the above factors to investigate the generative mechanism of students{\textquoteright} occupational expectations. After combining student-level and school-level PISA 2018 datasets, two-level latent covariate modeling was used to find the generative mechanism of students{\textquoteright} occupational expectations in the Baltic countries. The mechanism had its primary concern to understand roles parents{\textquoteright} occupational status and individual science learning achievement played on students{\textquoteright} occupational expectations. The results indicate that the generative mechanism of students{\textquoteright} occupational expectations of Lithuania, Estonia, and Latvia are the power model, the maternal model, and the science learning achievement pattern, respectively. It suggests one parent having high occupational status is to mold children{\textquoteright}s high-skilled occupational expectations, and it would be better the mother is the higher occupational status parent. It highlights the importance of strengthening adult education, especially that aimed at families with both parents of low occupational status. It disapproves of a mother being a full-time housewife. It may impede her children from having ambitions for high-skilled jobs. },
	keywords = {occupational expectation, PISA 2018 datasets, science learning achievement, two-level latent covariate model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.759},
	url = {http://oaji.net/articles/2021/987-1633680421.pdf},
	author = {Tao Jiang and Chen, J.-G. and Wei Fang}
}
@article {971,
	title = {GRADE 6 \& 9 STUDENT AND TEACHER PERCEPTIONS OF TEACHING AND LEARNING APPROACHES IN RELATION TO STUDENT PERCEIVED INTEREST/ENJOYMENT TOWARDS SCIENCE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {119-133},
	abstract = {Student perceptions of science teaching could be expected to differ in grade 6 compared with teaching in grade 9, as could student interest in science learning. To compare Estonian grades 6 and 9, lower secondary school student and science teacher perceptions of teaching/learning approaches as well as student perceived interests/enjoyment on science learning, an instrument was developed taken into account 18 different teaching approaches that could take place in science lessons. An analytical, exploratory structural equation modelling (ESEM) approach supported 4-factor models differentiating between teacher-centred and constructivist approaches for both teachers and students, each having acceptable model fits. Based on outcomes, a regression model was developed associating student interest to learn science with the frequency of teaching and learning approaches explored. Results indicated that approaches associated with teacher-centred approaches were those most frequently undertaken in science classes when compared with those seen as social constructivist and student-centred, both among science teachers and students. Regression analysis showed that there was a relationship between student interest/enjoyment towards science subjects and the frequency, in which different teaching and learning approaches took place in the classroom. },
	keywords = {exploratory structural equation modelling, regression analysis, social constructivism, student interest/enjoyment, teaching-learning approaches},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.119},
	url = {http://oaji.net/articles/2021/987-1611649035.pdf},
	author = {Moonika Teppo and Regina Soobard and Miia Rannikm{\"a}e}
}
@article {966,
	title = {IMPACT OF INSTRUCTION ON SCIENCE PERFORMANCE: LEARNING INITIATIVE AS A MEDIATOR AND GENDER AS A LIMITED MODERATOR},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {50-66},
	abstract = {This research explores whether classroom life (CL), textbooks (TE), and learning initiative (LI) are mediators between instruction (P) and science performance, as well as whether these mechanisms are moderated by gender. 484 eighth grade students completed the questionnaire with four subscales of P, LI, TE, and CL. For the needs of triangulation and complementarity, three focus group interviews were conducted later. Based on mediation analysis and multi-group structural equation modeling, it was found that 1) the direct effects of P on LI, P on CL, P on TE, and LI on science performance are significant, while the other direct effects are insignificant; 2) comparing to the male group, the direct effect of P on LI in the female group is larger; 3) characteristics hindering students{\textquoteright} science learning include: the pace of a lesson is too fast, pictures and experiments are less in the textbook, and top students and low proficiency students are uncooperative. Findings expose that instruction significantly influence students{\textquoteright} science performance, and this impact is completely mediated by students{\textquoteright} learning initiatives. The relation between instruction and learning initiative is stronger in the female group. Textbooks can be useless in the context that instruction does not match students{\textquoteright} learning ability.},
	keywords = {eighth-grade students, gender difference, mediation analysis, science performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.50},
	url = {http://oaji.net/articles/2021/987-1611648627.pdf},
	author = {Tao Jiang and Chen, J.-G. and Yin-yin Wu}
}
@article {988,
	title = {IMPACT ON HEALTH EDUCATION FROM COVID-19 AND CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {168-170},
	abstract = {World Health Organization (WHO) health policy for Europe {\textquotedblleft}Health 2020{\textquotedblright} became a stimulus for many countries to renew their national health policies, and it is a guide of actions (WHO, 2013). Long-term studies proved that health is closely linked to socio - economic indicators, among which age plays a major role, and education. Given that there are as many healthy people as possible, it is especially important to form the most important young people attitude to health, to develop a personality who would take care of the health of yourself, your family and those around you. Schools, colleges, and universities are the medium in which a mature generation of future intellectuals are capable and possessed to have a major influence on the development of the state and, with knowledge of the principles of good health, to contribute to and to shape the health policy of the right country, its implementation and at the same time to the population of the country improving health (Misevi{\v c}iene et al., 2017).  },
	keywords = {climate change, Covid-19 pandemic, Health Education, health policies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.168 },
	url = {http://oaji.net/articles/2021/987-1616865527.pdf},
	author = {C{\'e}sar Agostinis-Sobrinho and Inga Dailidiene and Alona Rauckiene-Michaelsson}
}
@article {1109,
	title = {IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS{\textquoteright} SCIENTIFIC PERFORMANCE },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {969-982},
	abstract = {The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students{\textquoteright} argument response (16.4\%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach{\textquoteright}s α > .9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students{\textquoteright} interview responses and SWOT analysis of teachers indicate that SSICM{\textquoteright}s use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors. },
	keywords = {concept mapping (CM), problem-solving, socio-scientific issues (SSI), SSICM contexts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.969},
	url = {http://oaji.net/articles/2021/987-1639222419.pdf},
	author = {King-Dow Su}
}
@article {1093,
	title = {LEARNING PROGRESSIONS IN LOWER-SECONDARY SCHOOL SCIENCE EDUCATION IN JAPAN},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {775-789},
	abstract = {This research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of {\textquotedblleft}Ions and Atoms.{\textquotedblright} Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. },
	keywords = {learning progressions (LPs), lower-secondary school science, scientific concepts, systemic learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.775},
	url = {http://oaji.net/articles/2021/987-1633680500.pdf},
	author = {Hiroyoshi Kinoshita and Ryosuke Utani}
}
@article {1004,
	title = {MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {344-359},
	abstract = {This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The {\textquotedblleft}article analysis form{\textquotedblright} developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. },
	keywords = {content analysis, literature review, modelling in science, models in science, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.344},
	url = {http://oaji.net/articles/2021/987-1622790650.pdf},
	author = {Ali Ihsan Benzer and Suat {\"U}nal}
}
@article {1097,
	title = {THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {840-856},
	abstract = {Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students{\textquoteright} science learning in more authentic ways.},
	keywords = {evidence evaluation, evidence-based reasoning, evidence-based response, idea-based response, scientific evidence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.840},
	url = {http://oaji.net/articles/2021/987-1633680841.pdf},
	author = {Jongwon Park and Hye-Gyoung Yoon and Mijung Kim and Hunkoog Jho}
}
@article {998,
	title = {A NEW ASSESSMENT OF HOCS-ORIENTED LEARNING FOR STUDENTS{\textquoteright} HIGHER-ORDER THINKING ABILITIES BY MARZANO{\textquoteright}S TAXONOMY},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {305-315},
	abstract = {This research focuses on students{\textquoteright} higher-order cognitive skill (HOCS)-oriented learning to construct effective hierarchical thinking abilities in their chemical particulate nature of matter. For in-depth knowledge and profound understanding, this research deals with students{\textquoteright} positive developments towards HOCS with a special guidance to Marzanos{\textquoteright} taxonomy. The methodology starts from the retrieval and comprehension of HOCS-centered assessment instrument to students{\textquoteright} analysis and knowledge utilization of transitional performances. 326 participants were assigned to take natural science curriculum in 2019 academic year. With the help of 7 scholars{\textquoteright} implements, the importance of content validity and inter-rate reliability were constructed through instrument developments of students{\textquoteright} HOCS performances. All research results indicated that more distributions of HOCS thinking abilities reached up to the target response of 38.0\% analysis task and 27.30\% knowledge utilization in Marzanos{\textquoteright} spectrum. This research is beneficial and advantageous that students will be capable of additional learning efficiency in their multiple interactive engagements with academic resources and suggestions from instructors, researchers, and science educators.},
	keywords = {HOCS-oriented learning, knowledge utilization, Marzanos{\textquoteright} taxonomy, particulate nature  of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.305},
	url = {http://oaji.net/articles/2021/987-1616866238.pdf},
	author = {King-Dow Su}
}
@article {1039,
	title = {NULLIUS IN VERBA: SCIENCE VS PSEUDO-SCIENCE/FRINGE SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {524-527},
	abstract = {The explosion of disinformation about global warming and other ecological problems could be called an infodemic , which is the term used by WHO to describe today{\textquoteright}s pandemic situation. An infodemic means too much information, however, its importance can also be passed on to environmental problems. It causes confusion and risk-taking behaviors that can harm the health of our planet. It also leads to mistrust in authorities and undermines the public response. An infodemic can intensify or lengthen outbreaks when people are unsure about what they need to do, for example, to protect our environment. With growing digitization {\textendash} an expansion of social media and internet use {\textendash} information can spread more rapidly. This can help to more quickly fill information voids but can also amplify harmful messages.},
	keywords = {empowering communities, environmental problems, Pseudoscience, risk-taking behaviors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.524},
	url = {http://oaji.net/articles/2021/987-1629706742.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {969,
	title = {PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA: A CASE OF SOUTH AFRICA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {93-107},
	abstract = {In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. },
	keywords = {context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.93},
	url = {http://oaji.net/articles/2021/987-1611648867.pdf},
	author = {Maxwell Jnr Opoku and Angela James}
}
@article {989,
	title = {PREDICTIVE MODELLING OF PRE-SERVICE SCIENCE AND TECHNOLOGY TEACHERS{\textquoteright} INNOVATIVE BEHAVIOUR},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {171-183},
	abstract = {Science and technology (S\&T) plays a central role in today{\textquoteright}s knowledge- and technology-based society. The transfer of S\&T from the education system to the economy should be promoted by teachers using innovative behaviour as an important aspect of providing high-quality education. Several studies have found that a mismatch exists between the economy and the education sector, and that this can be gradually reduced by innovation in the education system. This research aimed to examine the innovative behaviour of pre-service S\&T teachers. A sample of 140 pre-service teachers from the University of Ljubljana, Slovenia was selected, and a set of instruments was used to measure their innovative behaviour in classrooms during the 2019{\textendash}2020 academic year. A model was created and evaluated using multiple regression analysis. The results showed that self-efficacy and attitudes towards S\&T strongly predict innovative behaviour, while situational interest may vary depending on the cognitive demands of tasks. A proactive personality was found to be a key factor determining innovative behaviour, while self-efficacy has direct and indirect influences on innovative behaviour, with its indirect influence mediated by creativity and situational interest. These findings have implications for the redefinition of educational design to enhance innovation in the classroom. },
	keywords = {innovative behaviour, pre-service teachers, predictive modelling, Science and technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.171},
	url = {http://oaji.net/articles/2021/987-1616865598.pdf},
	author = {Stanislav Avsec and Ferk Savec, V.}
}
@article {970,
	title = {THE PREDICTORS OF NINTH GRADE STUDENTS{\textquoteright} ATTITUDES TOWARDS PLANTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-118},
	abstract = {As plants are vital to the survival of the planet, developing positive attitude towards them is important for protection of plants, biodiversity, and the environment. The aim of this research was to determine the predictors of ninth grade students{\textquoteright} attitude towards plants. In the study, a descriptive correlational design was used. The data were collected from 773 upper-secondary students selected through stratified-purposive sampling. The {\textquotedblleft}Plant Recognition Test{\textquotedblright} and {\textquotedblleft}Plant Attitude Scale{\textquotedblright} were used as data collection tools. Multiple regression analysis was performed to determine the way different variables predicted attitude towards plants. The results of research indicated that the linear relationship between predictive variables and attitude towards plants explained 14\% of the total variance in attitude towards plants at a significant level. Among the variables, gender, time spent in a garden, involvement in indoor or outdoor cultivation, experience with picking flowers, fruits, and/or vegetables, and plant recognition level had significant contributions to predicting variance in attitude towards plants, and the recognition of plants was determined to be the most important predictor relative to all the other variables.},
	keywords = {descriptive correlational design, plant recognition, secondary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.108},
	url = {http://oaji.net/articles/2021/987-1611648946.pdf},
	author = {Meryem Selvi and Emel {\c C}elep{\c c}{\i}kay {\.I}slam}
}
@article {999,
	title = {PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS{\textquoteright} PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {316-331},
	abstract = {The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals{\textquoteright} point of view, it is necessary to pay attention to the teachers{\textquoteright} textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers{\textquoteright} perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers{\textquoteright} perception of textbooks, potential limits were identified in implementing innovations in (chemical) education.},
	keywords = {chemistry textbooks, lower-secondary school science education, teachers{\textquoteright} teaching conception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.316},
	url = {http://oaji.net/articles/2021/987-1616866298.pdf},
	author = {Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {1104,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} EXPERIENCES OF HOME-BASED PRACTICAL WORK UNDER EMERGENCY REMOTE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {894-905},
	abstract = {Practical work is ubiquitous in science education, but its enactment is challenging in remote teaching contexts. The situation was exacerbated due to a moratorium on contact classes induced by the COVID-19 pandemic that necessitated strict health protocols. Home-based practical work (HBPW) became a significant option as academic institutions shifted to emergency remote teaching. The question is whether HBPW provides equivalent learning experiences in comparison to laboratory-based practical work (LBPW). This research therefore explored pre-service science teachers{\textquoteright} experiences of HBPW implemented at a particular South African university. Eighty-four preservice science teachers, who engaged in HBPW in a chemistry module, were purposively selected as the participants. The data were generated through individual reflections at the end of the semester. An adaption of the equivalence theory was ideal in analysing and interpreting the results. Results show that HBPW was flexible, empowering, contextualised, and enhanced active learning. New forms of interaction emerged in the absence of physical student-teacher and student-student interactions. Concerns over its ability to develop practical skills are expressed. Recommendations are made with a view to optimising HBPW. },
	keywords = {emergency remote teaching, home-based practical work, laboratory-based practical work, pre-service science teachers, student-teacher interactions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.894},
	url = {http://oaji.net/articles/2021/987-1639222068.pdf},
	author = {Tamirirofa Chirikure}
}
@article {1046,
	title = {PRE-SERVICE TEACHERS{\textquoteright} VIEWS ABOUT ECOSYSTEM-BASED FIELDWORK IN TERMS OF THE NATURE OF ENVIRONMENTAL EDUCATION, INVESTIGATIONS, SKILLS AND PROCESSES},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {622-638},
	abstract = {Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers{\textquoteright} views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers{\textquoteright} responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific investigation they conducted during the freshwater study. Although there were no correlations between the investigation, science process skills and the associated scientific process, influence of the stepwise scientific process recommended in the science curriculum was evident in the teachers{\textquoteright} linking of form a hypothesis to observation. The findings imply that teachers face potential challenges in understanding of scientific investigations and the scientific process.},
	keywords = {environmental education, fieldwork, pre-service teachers, science process skills, scientific investigations, stepwise scientific process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.622},
	url = {http://oaji.net/articles/2021/987-1629707518.pdf},
	author = {Leonard Molefe and Aubin, J.-B.}
}
@article {1050,
	title = {PRIMARY STUDENTS{\textquoteright} PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {677-690},
	abstract = {Most studies have concentrated in assessing students{\textquoteright} overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students{\textquoteright} gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group.},
	keywords = {expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.677},
	url = {http://oaji.net/articles/2021/987-1629707968.pdf},
	author = {Shao-Na Zhou and Lu-Chang Chen and Shao-Rui Xu and Chu-Ting Lu and Qiu-ye Li and De-An Li}
}
@article {1088,
	title = {THE PRO-ENVIRONMENTAL BEHAVIOR PATTERNS OF COLLEGE STUDENTS ADAPTING TO CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {700-715},
	abstract = {As the impact of climate change is increasingly intense, environmental educators of higher education would like to know the influencing factors for college students to proceed financial strategies, such as flood insurance or energy taxes, to adapt climate change; however, the sustainable environmental education provided by most colleagues still lags far behind the pace of business and government. The research is aimed at eight colleagues in Taiwan and is an undergraduate student taking courses in general environmental education. As diverse courses integrate climate change issues, distributed 1,000 questionnaires were proportionally allocated to each university according to the number of students who had taken the course; a total of 866 questionnaires were recovered. The pro-environmental behavior model be validated, and assess the correlations among risk perception, economic incentives, intrinsic motivation, sacrifice for the environment, place attachment, cheerful emotion, and social norm with partial least squares regression. For college students with high or medium knowledge on climate change, this research demonstrated that if pro-environmental behaviors bring cheerful feeling, they will induce their intrinsic motivation; meanwhile, because of environmental sacrifice and social norms, pro-environmental behaviors will trigger cheerful feeling.},
	keywords = {climate change, knowledge levels, partial least square, place attachment, pro-environmental behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.700},
	url = {http://oaji.net/articles/2021/987-1633680085.pdf},
	author = {Shyang-Chyuan Fang}
}
@article {1087,
	title = {PUBLIC SCIENCE EDUCATION: ROLES AND CONTRIBUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {696-699},
	abstract = {Why we need Science in our life? Why, when, and how people should learn scientific facts and acquire skills originated from application of specific scientific methods? Whether Science education is limited exclusively with the mission to prepare students to their life in the world of Physical/chemical/biological objects or vice versa it has a special cognitive potential that gives rise to the ability of every person regardless on its professional and social occupation to solve problems more effectively? JBSE publishes articles in which our authors try to answer all these questions exploring the issues of science education in different contexts. At the turn of the millennium, people have met a lot of new realities referring to issues in technologies, psychology, social relations etc. The life has changed drastically during a few last decades and a lot of traditional things seem to be perceived completely differently. How all those changes influenced the attitude to Science, how this is reflected in social and humanitarian issues, and finally, which ways should be proposed for Science Education in new reality?},
	keywords = {public opinion, science education, social relations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.696 },
	url = {http://oaji.net/articles/2021/987-1633974397.pdf},
	author = {Todar Lakhvich}
}
@article {1101,
	title = {PUBLIC SCIENCE EDUCATION: SOME MORE ROLES AND CONTRIBUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {864-867},
	abstract = {In previous editorial (Lakhvich, 2021) we have discussed three comprehensive roles of Science Education, determining its contribution to our life: if briefly, (1) Science Education  gives the methodology to digest facts via the experiment, reasoning, and discussion; (2) Science Education gives rise to the development of logics, problem-solving skills, complements the command of language, social communication and etc.; (3) Science Education develops specific person{\textquoteright}s thinking skills involved in inquiry, experimentation, evidence evaluation, speculation argumentation, and finally, inference. In this issue we pursue the topic discussing two more roles the Science Education contributes to our life. },
	keywords = {educational ideology, science discipline, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.864},
	url = {http://oaji.net/articles/2021/987-1639221873.pdf},
	author = {Todar Lakhvich}
}
@article {963,
	title = {THE ROLE OF MATH AND SCIENCE EXPOSURE ON THE EFFECT OF 5E INSTRUCTIONAL MODEL IN PHYSICS CONCEPTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {10-20},
	abstract = {5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factorial research design, the conceptual understanding of 172 undergraduate students was evaluated before and after the experiment. These participants were distributed into four groups with different programs. The result revealed that both 5E instructional model and previous learning experiences contributed to the conceptual learning of students in mechanics. Those students who received 5E instructional model and whose exposure to science and math courses is high, gained the highest increase in the mean score after the experiment. This suggests that the effectiveness of 5E instructional model can be fully achieved if the knowledge and skills essential to learning and conceptual change were properly established from previous learning experiences and activities.},
	keywords = {5E Model, conceptual change, conceptual learning, learning cycle, prior knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.10},
	url = {http://oaji.net/articles/2021/987-1611648389.pdf},
	author = {Michael Allan A. Bahtaji}
}
@article {1096,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} ABILITY TO WORK WITH THE TASKS DESIGNED FOR BIOLOGY OLYMPIAD},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {827-839},
	abstract = {For the possibility of using competitive tasks from the Biology Olympiad (BiO), either directly or after certain adaptations for everyday teaching tasks in the teaching process, it was aimed to determine if students could work meaningfully with them. The success of 2nd-year secondary school students (n = 113) in solutions of tasks (n = 5) designated for BiO was compared with the solutions by the regional round BiO{\textasciiacute}s participants. One-way analysis of variance and Tukey{\textasciiacute}s multiple comparison test were used for the statistical evaluation of the data. The research shows that secondary school students achieved an average success rate of 47.58 {\textpm} 12.51 \% and BiO participants 62.69 {\textpm} 9.86 \%. Within the results of all selected tasks, at least someone of the class of the secondary students achieved similar results in each of the tasks as BiO participants. That indicates that secondary school students were able to work meaningfully with BiO tasks which confirmed students{\textquoteright} eligibility for work with these tasks.},
	keywords = {biology education, Biology Olympiad, difficulty of tasks, learning tasks, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.827},
	url = {http://oaji.net/articles/2021/987-1633974438.pdf},
	author = {Mat{\v e}j Nov{\'a}k and Jan Petr and Tom{\'a}{\v s} Ditrich}
}
@article {993,
	title = {SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {237-251},
	abstract = {The current research aims to explore the impact of Science and Mathematics teachers{\textquoteright} self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers{\textquoteright} self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. },
	keywords = {intent-to-leave, science and mathematics teachers, self-efficacy, wellbeing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.237},
	url = {http://oaji.net/articles/2021/987-1616865904.pdf},
	author = {Mehmet Karakus and Zara Ersozlu and Muhammet Usak and Jude Ocean}
}
@article {996,
	title = {STEM EDUCATION IN ECO-FARMING SUPPORTED BY ICT AND MOBILE APPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {277-288},
	abstract = {The presented research focused on developing and testing an innovative interdisciplinary STEM didactic model. The developed didactic model was introduced in the field of eco-farming. To the participants, it offers the possibility for non-formal training, which can take place anywhere and anytime. Participants require some knowledge of STEM subjects (especially chemistry and biology) as well as knowledge of ecology, technology, and engineering, in order to provide answers and solutions to environmental challenges while using knowledge of mathematics (especially combinatorics and statistics) to search for optimal solutions (in our case, a lean business plan). The model was tested in non-formal education settings, based on an interdisciplinary approach and modern technologies, such as monitoring the effectiveness of training using electroencephalography (EEG) and mobile applications. In the presented didactic model, special emphasis was placed on an interdisciplinary STEM approach to environmental protection, ecology, connatural forms of production and sustainable development.
The presented research confirms the hypotheses that non-formal education is becoming an increasingly important form of education and training, and that the use of the interdisciplinary didactic model, contemporary technologies, and mobile applications, increases the time and intensity of concentration in learning and thus improves learning effectiveness. 
},
	keywords = {eco-farming, electroencephalography, environment protection, mobile learning, non-formal education, sustainable development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.277},
	url = {https://oaji.net/articles/2022/987-1667071946.pdf},
	author = {Tine Pajk and Van Isacker, K. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {1091,
	title = {STEM IN MOVIES: FEMALE PRESERVICE TEACHERS{\textquoteright} PERSPECTIVES ON MOVIE "HIDDEN FIGURES"},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {740-758},
	abstract = {Movies are informal teaching tools to make teaching relevant to a diverse group of students. The use of movies may enhance students{\textquoteright} interest in science, technology, engineering, and mathematics (STEM). They can be effective tools to build students{\textquoteright} interest in STEM fields and raise their awareness of STEM and STEM careers. This study purpose was to identify STEM-related topics in the movie {\textquotedblleft}Hidden Figures{\textquotedblright} and determine preservice female teachers{\textquoteright} views of it. The study sample included 19 female students. A qualitative phenomenological design research method was used. Data were collected using {\textquotedblleft}the Movie Hidden Figures{\textquotedblright} and a {\textquotedblleft}Semi-Structured Interview{\textquotedblright} forms. Qualitative data were analyzed using semiotics and content analysis. Analysis showed that Hidden Figures focus mostly on the theme of {\textquotedblleft}gender perception in science{\textquotedblright} as well as {\textquotedblleft}design process{\textquotedblright} and {\textquotedblleft}advances in technology.{\textquotedblright} Participants believed that the movie had messages mostly of negative gender perception in science. Despite that, movies emphasized that women can be mathematicians, engineers, and scientists as men. They also stated that gender equality is crucial in education. They also advocated that mathematics and engineering are essential for technological progress and female scientists can play a more active role for achievement.},
	keywords = {gender perception in science, hidden figures, preservice teachers, STEM education, women in movie},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.740 },
	url = {http://oaji.net/articles/2021/987-1633974420.pdf},
	author = {Bekir Y{\i}ld{\i}r{\i}m and Erdin{\c c} {\"O}cal and Emine {\c S}ahin-Topalcengiz}
}
@article {967,
	title = {STUDENT, PARENT AND TEACHER PERCEPTIONS ON THE BEHAVIORAL CHARACTERISTICS OF SCIENTIFIC CREATIVITY AND THE IMPLICATIONS TO ENHANCE STUDENTS{\textquoteright} SCIENTIFIC CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {67-79},
	abstract = {Teachers{\textquoteright} and parents{\textquoteright} perceptions of scientific creativity are assumed to be an important environmental factor for scientific creativity, so this research surveyed their perceptions of the behavioral characteristics of scientific creativity and compared their perceptions to those of students. This is achieved with a list of behavioral characteristics of creative physicists during their growth period. For this survey, 48 science teachers, 112 parents, and 145 science gifted students participated. Out of the 30 items of the list, they selected 10 items that were considered important indicators to become creative scientists in the future, and they ranked them according to their importance. The results showed that the three groups all perceived {\textquoteleft}conducting experiments, asking questions, thinking logically to solve difficult problems, and sharing ideas{\textquoteright} as important for scientific creativity. For the items that were perceived to be less important, it was discussed why these items might be necessary for scientific creativity. Comparative result showed that parents gave more importance to learning-related aspects, teachers to thinking-related aspects, and students to activities such as making and experimenting. This research showed the behavioral characteristics that should be encouraged to improve students{\textquoteright} scientific creativity at school and at home.},
	keywords = {behavioral characteristics, creative environment, creativity perception, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.67},
	url = {http://oaji.net/articles/2021/987-1611648718.pdf},
	author = {Insun Lee and Jongwon Park}
}
@article {1003,
	title = {STUDENTS{\textquoteright} AND STUDENT TEACHERS{\textquoteright} SENSE OF BELONGING TO SCIENCE: WHAT DO WE KNOW SO FAR?},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {340-343},
	abstract = {Forming a sense of belonging to others is a fundamental need of humans as social beings (Baumeister \& Leary, 1995). Meeting this fundamental need crucially influences individuals{\textquoteright} intrinsic motivation (Ryan \& Deci, 2000) and identity development (Wenger, 1999). Given this, a growing number of studies have investigated the extent to which university students{\textquoteright} success and wellbeing in science education is related to their sense of belonging to science. This research has brought greater clarity to university students{\textquoteright} development in science education; however, numerous aspects of university students{\textquoteright} sense of belonging to science remain understudied. In particular, there has been insufficient research on how sense of belonging to science might moderate or influence initial science teacher education. Therefore, this editorial aims to provide an overview of the major research findings that address students{\textquoteright} and student teachers{\textquoteright} sense of belonging to science and to inspire future research in science (teacher) education.},
	keywords = {higher education, identity development, research in science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.340},
	url = {http://oaji.net/articles/2021/987-1622790547.pdf},
	author = {Markus Sebastian Feser}
}
@article {1103,
	title = {STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE: THE CONTRIBUTION OF A CITIZEN SCIENCE PROJECT FOR MONITORING COASTAL WATER QUALITY AND (MICRO)PLASTICS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {881-893},
	abstract = {The promotion of positive attitudes towards science is an important goal of science education. This research aimed to identify students{\textquoteright} attitudes towards science and whether their participation within a citizen science project has contributed to positive attitudinal changes. So, an attitudinal scale was developed, validated, and applied (as a pre and post-test) to 574 students aged between 12 and 14 years old. Positive attitudes towards science were recorded from the outset among children of both groups. Students{\textquoteright} participation within the experimental group enhanced relevant positive attitudinal changes at the level of the critical analysis dimension, related to the perception of skills development such as questioning or critical thinking. Furthermore, positive attitudinal changes were achieved within the affinity dimension, related to perceived self-efficacy and appreciation of science and science classes. Positive attitudinal changes towards science among students indicate that citizen science contributes to enhance affective and attitudinal domains of their scientific literacy.},
	keywords = {attitudes towards science scale, attitudinal changes, citizen science, science education, water quality monitoring},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.881},
	url = {http://oaji.net/articles/2021/987-1639222003.pdf},
	author = {Jos{\'e} Lu{\'\i}s Ara{\'u}jo and Carla Morais and Jo{\~a}o Carlos Paiva}
}
@article {1010,
	title = {STUDENTS{\textquoteright} CONCEPT ORGANISATION REGARDING CHEMICAL EQUILIBRIUM IN UPPER-SECONDARY EDUCATION: BASED ON REACTION TIME TECHNIQUE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {443-455},
	abstract = {Chemical equilibrium is so important domain knowledge in chemistry that the corresponding organisation of concepts in students has been an interesting but unsolved issue. A deeper understanding of how students organise the relevant concepts in long-term memory is beneficial to develop more targeted teaching practices. This research utilized the reaction time technique as a new approach to exploring upper-secondary school students{\textquoteright} organisation of concepts regarding chemical equilibrium. A category judgment task involving 247 Chinese twelfth-grade students from two upper-secondary schools was conducted. The results showed that a significant difference was between the reaction time of concept dimensions. The mean reaction time of the dimension {\textquoteleft}reversible reaction{\textquoteright} was the shortest, but the dimension {\textquoteleft}representation of state{\textquoteright} had the longest mean reaction time. Next, there was no significant difference in the organisation of concepts between students studying chemistry at different levels of academic achievement. These findings provide a new and essential picture to deeply understand the organisation of concepts regarding chemical equilibrium and help focus on the relations between some relevant concepts. This research represents that the reaction time technique can be utilized in the research on organisation of science concepts.},
	keywords = {category judgment task, chemical equilibrium, organisation of concepts, reaction time},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.443 },
	url = {http://oaji.net/articles/2021/987-1622791231.pdf},
	author = {Yuhua Mai and Yangyi Qian and Haihang Lan and Linshen Li}
}
@article {1005,
	title = {A SYSTEMATIC REVIEW OF THE RESEARCH PAPERS ON CHEMISTRY-FOCUSED SOCIO-SCIENTIFIC ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {360-372},
	abstract = {Although chemistry-focused socio-scientific issues support the {\textquoteleft}relevance{\textquoteright} model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their {\textquoteleft}relevance{\textquoteright} components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme {\textquoteleft}aims{\textquoteright}; pollution, energy, industry and fabrication-based problems for the theme {\textquoteleft}SSI{\textquoteright}; organic compounds for the theme {\textquoteleft}chemistry concepts{\textquoteright}). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.},
	keywords = {chemistry education, relevance model, socio-scientific issues, systematic review},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.360},
	url = {http://oaji.net/articles/2021/987-1622790775.pdf},
	author = {Muammer {\c C}al{\i}k and Antuni Wiyarsi}
}
@article {992,
	title = {TEACHING UPPER-SECONDARY STUDENTS ABOUT CONSERVATION OF MECHANICAL ENERGY: TWO VARIANTS OF THE SYSTEM APPROACH TO ENERGY ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {223-236},
	abstract = {Conventional teaching about the law of conservation of mechanical energy (LCME) often results with students trying to solve problems by remembering similar problems they already covered in classes. Consequently, many students fail to transfer their knowledge to simplest real-life problems. Therefore, a pre-test {\textendash} post-test quasi-experiment was conducted to evaluate the effects of an alternative, system-based approach to teaching about LCME. The study included 70 upper-secondary students from the First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina. Firstly, all students learned about energy in a conventional way. Then they wrote a test on LCME and had three additional hours of teaching about this topic, where one group of students learned in line with the forces-variant of the system approach (e.g., discussing conservative and non-conservative forces) and the other group with the process-variant of the same approach (e.g., discussing system{\textquoteright}s states and processes like in thermodynamics). For both variants, only three hours of system-based teaching proved to substantially improve the students{\textquoteright} level of LCME understanding compared to the level of understanding they had after conventional teaching. It follows that the system approach may work well at the upper-secondary level, if it is introduced through the scaffolding-and-fading technique.},
	keywords = {mechanical energy, quasi-experiment, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.223},
	url = {http://oaji.net/articles/2021/987-1616865815.pdf},
	author = {Asila Halilovi{\'c} and Vanes Me{\v s}i{\'c} and Elvedin Hasovi{\'c} and Andrej Vidak}
}
@article {1041,
	title = {UPPER-SECONDARY SCHOOL SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE INTEGRATING MECHANISMS AND IMPORTANCE OF STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {546-557},
	abstract = {This study aimed to recognize upper-secondary school science teachers{\textquoteright} perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers{\textquoteright} perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers{\textquoteright} perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers{\textquoteright} perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers{\textquoteright} perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM{\textquoteright}s meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application.},
	keywords = {integration mechanisms, SCIENCE teachers, STEM education, teachers{\textquoteright} perceptions, upper secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.546 },
	url = {http://oaji.net/articles/2021/987-1629706986.pdf},
	author = {Eman A. AlMuraie and Norah A. Algarni and Nidhal Sh. Alahmad}
}
@article {1089,
	title = {THE USEFULNESS OF ONLINE LEARNING DURING THE COVID19 PANDEMIC AS PERCEIVED BY ENGINEERING EDUCATION STUDENTS: A MULTIDIMENSIONAL MODEL },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {716-728},
	abstract = {With the unprecedented crisis created by the Coronavirus pandemic, online teaching and learning became a global solution - embraced by the whole world - that tried to cover, at least in part, in part the problems encountered by the educational systems. An exclusively online format of teaching and learning proved to be a challenge for both the didactic and the learning process. Although the extant research during the pandemic is very abundant, there are few approaches addressing the different perceptions reported by university students enrolled in various programs. This research aims to explore the usefulness of online learning as perceived by civil engineering students, from a multidimensional perspective. A multidimensional model has been developed that manifests on four dimensions: social usefulness of online lectures, the usefulness of online learning platform, learning effectiveness, and, usefulness for school performance. The results show a relatively low perception of the online learning usefulness in an exclusively online educational context, which disables active learning through hands-on experience in laboratory and real-life building sites (considering the regular study process).  The model has been cross-validated on a sample of students enrolled in various educational programs then the differences between samples have been analyzed and discussed.},
	keywords = {Covid-19 pandemic, Engineering Students, learning platform, online education, perceived usefulness},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.716},
	url = {http://oaji.net/articles/2021/987-1633680185.pdf},
	author = {Gabriel Gorghiu and Costin Pribeanu and Valentina Iuliana Manea and Vincentas Lamanauskas and Rita Makarskaite-Petkevi{\v c}iene}
}
@article {994,
	title = {ON WOLVES AND BEES: FACTORS INFLUENCING THE NATURE RELATEDNESS OF THE PRE-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-260},
	abstract = {Biodiversity is the result of long-term evolution. It is one of the fundamental global problems of today as it is declining in space and time. The aim of this research was to determine the relationship of man and nature and to analyze the influence of variables such as gender, age, pet ownership, cultivation of plants, and perception of popular and unpopular animals. A total of 549 respondents took part in the research survey. In addition to the above-mentioned demographic variables, the research also contained 5 items related to the perceived vulnerability of respondents and 37 items focused on the perception of wolves and bees as example of unpopular or popular animals. All variables except gender had a significant influence on man{\textquoteright}s relationship to nature. Students who perceived their own vulnerability to a greater extent had a more negative attitude towards nature. Fear of both groups of observed animals had a negative influence on the relationship to nature. Other dimensions correlated positively, age as well as plant growing and pet breeding. In the end, the possibilities of improving the relationship to nature are suggested.},
	keywords = {nature relatedness, popular animals, quantitative approach, university students, unpopular animals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.252 },
	url = {http://oaji.net/articles/2021/987-1616865968.pdf},
	author = {Milan Kubiatko and Karel Nepras and Tereza Strejckova and Roman Kroufek}
}
@article {857,
	title = {ADOPTION OF DIGITAL STORYTELLING TOOL IN NATURAL SCIENCES AND TECHNOLOGY EDUCATION BY PRE-SERVICE TEACHERS USING THE TECHNOLOGY ACCEPTANCE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {429-453},
	abstract = {This research aimed to contribute to the overall understanding of pre-service teachers{\textquoteright} acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers{\textquoteright} digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p<.0001) and intention to use of DS (β=.763, t=19.914, p<.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers{\textquoteright} adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.},
	keywords = {digital storytelling tool, natural sciences didactics, pre-service teachers{\textquoteright} digital age, pre-service teachers{\textquoteright} status, TAM model, technology education didactics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.429},
	url = {http://oaji.net/articles/2020/987-1591087866.pdf},
	author = {Iuliana Lazar and Georgeta Panisoara and Ion-Ovidiu Panisoara}
}
@article {905,
	title = {ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {824-841},
	abstract = {This research aimed to evaluate the students{\textquoteright} conceptual understanding and to diagnose the students{\textquoteright} preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students{\textquoteright} conceptual understanding; and 3) diagnosis of students{\textquoteright} preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students{\textquoteright} conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement{\textquoteright}s reliability and validity. Moreover, the result discovered a significant disparity between students{\textquoteright} conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. },
	keywords = {Conceptual Understanding, item response, particle of matter, Rasch model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.824},
	url = {http://oaji.net/articles/2020/987-1602682876.pdf},
	author = {Lukman Abdul Rauf Laliyo and Julhim S. Tangio and Bambang Sumintono and Mohamad Jahja and Citra Panigoro}
}
@article {982,
	title = {ASSESSING PRE-SERVICE TEACHERS{\textquoteright} RECEPTION AND ATTITUDES TOWARDS VIRTUAL LABORATORY EXPERIMENTS IN LIFE SCIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1092-1105},
	abstract = {This research reports the assessment of pre-service teachers{\textquoteright} reception and attitudes towards virtual laboratory experiments in Life Sciences with the aim of advancing adaptability to digital learning. Using sequential mixed-methods in a quasi-experimental design, 68 pre-service teachers in the 3rd year of a Bachelor of Education (B.Ed) program were surveyed before and after virtual learning interventions. This phase was followed by qualitative data gathering using focus group interviews with all participants.  Findings from quantitative data analysis revealed a positive significant difference in pre-service teachers{\textquoteright} attitudes towards virtual laboratory experiments post learning interventions.  From qualitative data pre-service teachers found the progression from using only traditional to including virtual experiments was useful in enhancing their conceptual understandings of Life Sciences concepts, convenience, inquiry-based learning, self-directed and autonomous learning. However, pre-service teachers noted that using virtual laboratories did not significantly develop their science process skills and as a result could not replace the experiences in a traditional biology laboratory. The implications of these findings project virtual laboratories as a supporting tool for experimentation in Life Sciences especially within and post the COVID-19 pandemic where issues of social distancing pose a threat to collaborative and inquiry-based science learning. Recommendations from these findings are discussed herein. },
	keywords = {inquiry-based learning, life sciences, pre-service teachers, virtual laboratory experiments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1092},
	url = {http://oaji.net/articles/2021/987-1613414595.pdf},
	author = {Mafor Penn and Lydia Mavuru}
}
@article {846,
	title = {BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {317-332},
	abstract = {In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 {\textendash} 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases.},
	keywords = {biology teaching, career aspirations, lower secondary school Biology, SEM analysis, upper secondary school Biology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.317},
	url = {http://oaji.net/articles/2020/987-1586941911.pdf},
	author = {Andrej {\v S}orgo and Andreja {\v S}pernjak}
}
@article {911,
	title = {BRAIN-BASED LEARNING AS PERCEIVED BY SAUDI TEACHERS AND ITS EFFECT ON CHEMISTRY ACHIEVEMENT OF 7TH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {864-874},
	abstract = {This research explored science teachers{\textquoteright} perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers{\textquoteright} years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions.},
	keywords = {brain-based learning, chemistry learning, chemistry teaching, grade 7, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.864},
	url = {http://oaji.net/articles/2020/987-1606572205.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {979,
	title = {BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS{\textquoteright} PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1055-1067},
	abstract = {COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.},
	keywords = {COVID-19, online teaching, pandemic, pedagogy, STEM, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1055},
	url = {http://oaji.net/articles/2021/987-1613414365.pdf},
	author = {Thasmai Dhurumraj and Sam Ramaila and Ferhana Raban and Ahmed Ashruf}
}
@article {827,
	title = {CHEMISTRY TEACHERS{\textquoteright} ASSESSMENT LITERACY IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {76-90},
	abstract = {The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in {\c S}anl{\i}urfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers{\textquoteright} perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes.},
	keywords = {assessment literacy (AL), chemistry teachers (CTs), formative assessment techniques (FATs), Turkey},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.76},
	url = {http://oaji.net/articles/2020/987-1581269707.pdf},
	author = {Mehmet Diyaddin Ya{\c s}ar}
}
@article {900,
	title = {A COGNITIVE MODEL TO ANALYSE PHYSICS AND CHEMISTRY PROBLEM-SOLVING SKILLS: MENTAL REPRESENTATIONS IMPLIED IN SOLVING ACTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {730-746},
	abstract = {In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students{\textquoteright} lacks.},
	keywords = {cognitive model, expert-novice differences, mental representations, problem-solving skills, solving actions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.730},
	url = {http://oaji.net/articles/2020/987-1602524564.pdf},
	author = {Vanessa {\'A}lvarez and Tarcilo Torres and Zulma Gangoso and Vicente Sanjos{\'e}}
}
@article {856,
	title = {COGNITIVE PERCEPTIONS OF PRE-SERV{\.I}CE SCIENCE TEACHER FOR ENVIRONMENTAL POLLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {415-428},
	abstract = {This research aims to determine cognitive structures about environmental pollution of pre-service science teachers and their perceptions of the most important environmental pollution in their lives. Data have been obtained from 33 pre-service science teachers. In this research, both quantitative and qualitative research methods were used together. Data is collected with word association test, open-ended questions, and drawing technique. The data obtained were analyzed using descriptive analysis and content analysis methods. According to the data obtained from the word association test, environmental pollution was put into four categories. These categories are {\textquoteleft}sources of pollution{\textquoteright}, {\textquoteleft}types of pollution{\textquoteright}, {\textquoteleft}consequences caused by pollution{\textquoteright} and {\textquoteleft}those affected by pollution{\textquoteright}. The pre-service teachers drew mostly air pollution and then water and soil pollution in their drawings. Similarly, pre-service teachers wrote mostly air and water pollution as the most important environmental pollution. The majority of the pre-service teachers were seen to have the perception that humans cause environmental pollution. However, it was determined that some pre-service teachers hardly mentioned the extent of pollution over other living things. },
	keywords = {cognitive perception, drawing technique, environmental pollution, Pre-Service Science Teacher, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.415},
	url = {http://oaji.net/articles/2020/987-1591087806.pdf},
	author = {Serpil Kalayc{\i}}
}
@article {852,
	title = {A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {356-373},
	abstract = {Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom{\textquoteright}s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs{\textquoteright} psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs{\textquoteright} to master the subject concept of physics as a psycho motive subject.},
	keywords = {micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.356 },
	url = {http://oaji.net/articles/2020/987-1591087535.pdf},
	author = {Blessing F. Komolafe and Moses O. Ogunniran and Fen Y. Zhang and Xu S. Qian}
}
@article {832,
	title = {A COMPARISON OF A VIRTUAL LAB AND A MICROCOMPUTER-BASED LAB FOR SCIENTIFIC MODELLING BY COLLEGE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {157-173},
	abstract = {This research aimed to explore the effects of a virtual lab (VL) and a Microcomputer-based Lab (MBL) on students{\textquoteright} performance in scientific modeling. A web-based virtual lab and a low-cost MBL were proposed to help first-year engineering students build scientific models. Empirical research was done in a slope motion experiment. The participants were 118 first-year engineering students in Taiwan, and they were divided into a VL group and an MBL group. From the results of the questionnaire, these groups of students thought that the systems were usable and easy to use, and they expressed positive attitudes towards the labs. The post-test{\textquoteright}s average score was higher than that of the pre-test for both groups, and the average posttest score of the VL group was better than that of the MBL group. From the students{\textquoteright} learning sheets, many students successfully manipulated the experimental variables and built correct models after gradual revision of earlier models. According to the results of the empirical research, these systems helped the students understand the meaning of the experiment and increased students{\textquoteright} interests with hands-on labs. A comparison of the results of these two groups\suggests the integration of VL and MBL to facilitate students{\textquoteright} learning.},
	keywords = {experimental design, MBL, scientific modelling, slope motion, virtual lab},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.157},
	url = {http://oaji.net/articles/2020/987-1581270043.pdf},
	author = {Wing-Kwong Wong and Kai-Ping Chen and Hong-Ming Chang}
}
@article {825,
	title = {CONCEPTUALIZING SPATIAL ABILITIES AND THEIR RELATION TO SCIENCE LEARNING FROM A COGNITIVE PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {50-63},
	abstract = {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{\textquoteright} 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.  },
	keywords = {domain knowledge, domain-generality, domain-specificity, educational intervention, science learning, spatial ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.50},
	url = {http://oaji.net/articles/2020/987-1581663740.pdf},
	author = {Yi-Chun Chen and Fang-Ying Yang and Cheng-Chieh Chang}
}
@article {873,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {519},
	abstract = {Contents, Vol. 19, No. 4, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1597213992.pdf},
	author = {Editorial Board}
}
@article {909,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {859},
	abstract = {Contents, JBSE, Vol. 19, No. 6, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606572027.pdf},
	author = {Editorial Board}
}
@article {976,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1039},
	abstract = {Contents, Vol. 19, No. 6A, JBSE, 2020. Theme: "Responding to Covid-19: The integration of online teaching and learning in STEM education" Guest Editors: L. Mnguni \& H.O. Mokiwa},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1613414052.pdf},
	author = {Editorial Board}
}
@article {849,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {339},
	abstract = {Contents, Vol. 19, No. 3, JBSE, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1591087276.pdf},
	author = {Editorial Board}
}
@article {896,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {691},
	abstract = {Contents, JBSE, Vol. 19, No. 5, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1602524198.pdf},
	author = {Editorial Board}
}
@article {820,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 19, No. 1, 2020, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1581269076.pdf},
	author = {Editorial Board}
}
@article {835,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {179},
	abstract = {Contents, JBSE, Vol. 19, No. 2, 2020},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1586941092.pdf},
	author = {Editorial Board}
}
@article {984,
	title = {CONTEXT MATTERS: SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION LECTURERS{\textquoteright} REFLECTIONS ON ONLINE TEACHING AND LEARNING DURING THE COVID-19 PANDEMIC},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1125-1136},
	abstract = {To limit the spread of the COVID-19 virus conditions of lockdown were enforced by countries globally. Universities and schools revised the mode of delivery from contact teaching to online teaching and learning. This qualitative research was conducted at one university in South Africa and explored STEM discipline lecturers{\textquoteright} reflections on the use of online technologies and the factors which enable or constrain online teaching and learning. Three lecturers from STEM disciplines involved in online teaching were purposively selected to participate in this study. Data were generated via semi-structured interviews and reflective journals. The findings reveal that lecturers supplement the use of Moodle and Zoom with WhatsApp, the factor that enabled online teaching was the availability of data to lecturers and students. In contrast, the factors that constrained online teaching and learning were the technical training received for online teaching, the mismatch between pedagogy and students{\textquoteright} learning styles, the pressure of balancing work-home life and assumptions made about the availability of conducive home environments for learning, connectivity, and availability of devices for online learning. These findings have implications for professional development for online teaching and recommend that universities adopt WhatsApp to be a formal platform for online teaching and learning.},
	keywords = {learning style, online teaching and learning, pandemic, reflections, WhatsApp},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1125},
	url = {http://oaji.net/articles/2021/987-1613414714.pdf},
	author = {Asheena Singh-Pillay and Jayaluxmi Naidoo}
}
@article {895,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {688},
	abstract = {Cover page, JBSE, Vol. 19, No. 5, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1602524159.pdf},
	author = {Editorial Board}
}
@article {848,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {337-338},
	abstract = {Cover, JBSE, Vol. 19, No. 3, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1591087238.pdf},
	author = {Editorial Board}
}
@article {834,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {177-178},
	abstract = {Cover page, JBSE, Vol. 19, No. 2, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1586941050.pdf},
	author = {Editorial Board}
}
@article {819,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 19, No. 1, 2020, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1581269039.pdf},
	author = {Editorial Board}
}
@article {908,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {857-858},
	abstract = {Cover page, JBSE, Vol. 19, No. 6, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606571989.pdf},
	author = {Editorial Board}
}
@article {872,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {517-518},
	abstract = {Cover page, JBSE, Vol. 19, No. 4, 2020},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1597213959.pdf},
	author = {Editorial Board}
}
@article {975,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1037-1038},
	abstract = {Cover, JBSE, Vol. 19, No. 6A, 2020. Special issue: "Responding to Covid-19: The integration of online teaching and learning in STEM education" Guest Editors: L. Mnguni \& H. O. Mokiwa},
	keywords = {cover page, special issue},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1613413913.pdf},
	author = {Editorial Board}
}
@article {981,
	title = {COVID-19 AS AN AGENT OF CHANGE IN TEACHING AND LEARNING STEM SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1078-1091},
	abstract = {The closing of schools due to Covid-19 has brought a dimension of uncertainty into STEM education. Despite the closing of schools due to the need to observe physical distancing, some schools have found ways to continue teaching and learning on virtual platforms enabled by increasingly pervasive fourth industrial revolution environments. In this study, the teaching of Ordinary level mathematics and science in pursuit of STEM education goals as enabled by the Internet of Things (IoT) in online classrooms was therefore, explored. Using an interpretive case study, relevant data were collected from two mathematics and three science teachers during semi-structured interviews. These participants communicated their experiences in transitioning from face-to-face to online classrooms as they worked to promote STEM education during the Covid-19 pandemic. The findings reveal teachers{\textquoteright} experiences of this transition and their selection of particular Web 2.0 tools to establish online classrooms. Notably, mobile instant messaging tools proved to be a popular option for being cheap, user-friendly, temporal, and multimodal. The findings also revealed that teachers struggled to adapt the hands-on activities to suit online teaching resulting in the use of teacher-centred approaches.},
	keywords = {COVID-19, mathematics and science, online learning, STEM education, virtual platforms},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1078},
	url = {http://oaji.net/articles/2021/987-1613414533.pdf},
	author = {Chipo Makamure and Maria Tsakeni}
}
@article {837,
	title = {CROSS-NATIONAL COMPARISONS OF STUDENTS{\textquoteright} SCIENCE SUCCESS BASED ON GENDER VARIABILITY: EVIDENCE FROM TIMSS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {186-200},
	abstract = {Identifying key determinants of success plays an important role in efforts of assessing the current state of educational practices and implementing effective actions to improve academic performance. Given how important is accurate identification of these determinants for valid comparisons, the aim of this research was to present extensive comparative results on 8th grade students{\textquoteright} science success for 39 countries. To this end, a total number of 229,493 students{\textquoteright} information obtained from the last cycle of Trends in International Mathematics and Science Study was handled.  Unlike previous studies in which success has been tried to be explained with some factors, this research extended the literature by investigating the effective factors as well as gender-related variability on science success with a holistic view. Using heterogeneous choice models, unobserved heterogeneity caused by gender difference was tested and controlled. The findings showed that gender variability was evident for 10 countries. Furthermore, factors associated with students{\textquoteright} future educational goals, home educational resources and confidence were found as the common determinators of science success in all participant countries. Another notable finding was all factors, except time spent on doing homework, tended to differentiate the success status between girls and boys of 22 countries.},
	keywords = {cross-country comparison, gender variability, heterogeneous choice models, science success},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.186},
	url = {http://oaji.net/articles/2020/987-1586941252.pdf},
	author = {{\"O}yk{\"u}m Esra A{\c s}k{\i}n and Ersoy {\"O}z}
}
@article {884,
	title = {DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {659-674},
	abstract = {This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers{\textquoteright} self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self{\textendash}efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. },
	keywords = {phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.659  },
	url = {http://oaji.net/articles/2020/987-1597214707.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {841,
	title = {DETERMINATION OF THE FACTORS AFFECTING STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT LEVEL IN TURKEY AND SINGAPORE: AN APPLICATION OF QUANTILE REGRESSION MIXTURE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {247-260},
	abstract = {In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students{\textquoteright} science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students{\textquoteright} science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.},
	keywords = {finite mixture models, Programme for International Student Assessment, quantile regression mixture models, science performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.247},
	url = {http://oaji.net/articles/2020/987-1586941544.pdf},
	author = {Kilic Depren, S.}
}
@article {914,
	title = {DEVELOPING AN INQUIRY AND HANDS-ON TEACHING MODEL TO GUIDE STEAM LESSON PLANNING FOR KINDERGARTEN CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {908-922},
	abstract = {When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students{\textquoteright} i-STEAM learning in kindergartens.},
	keywords = {Early childhood education, hands-on learning, inquiry teaching, lesson plan design, STEAM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.908},
	url = {http://oaji.net/articles/2020/987-1606572458.pdf},
	author = {Jon-Chao Hong and Jian-Hong Ye and Ya-Jiuan Ho and Huei-Ying Ho}
}
@article {822,
	title = {DEVELOPMENT OF AN ATTITUDE SCALE FOR PHYSICS COURSES AND A REVIEW OF STUDENT ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-24},
	abstract = {The aim of present research was to develop a Likert type scale that determines the attitudes of 9th grade students towards physics courses so as to identify the physics students{\textquoteright} attitudes towards this course. The research started with a draft scale of 30 items. The draft scale was applied to 177 ninth grade students as a pilot research. According to results obtained from factor analysis, a scale that has 21 items and covering six sub-sets was developed. KMO value of the scale was .82; the Bartlett{\textquoteright}s test value was 1997.3; and the internal consistency coefficient (Cronbach{\textquoteright}s alpha) was .90. The scale was then applied to 460 ninth grade students from different schools to conduct a confirmatory factor analysis. It was found that the types of upper-secondary school influence students{\textquoteright} attitudes towards physics courses while gender and educational level of the parents had no significant influence on these attitudes. Therefore, it was also found that the students had an ambivalent attitude towards physics courses. },
	keywords = {factor analysis, physics course, scale development, student attitude},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.06},
	url = {http://oaji.net/articles/2020/987-1581269338.pdf},
	author = {S{\"u}meyye Ayd{\i}n G{\"u}rler and Oktay Baykara}
}
@article {882,
	title = {DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {628-646},
	abstract = {This research designed within the scope of a TUBITAK 4005 project aimed to give science teachers training on argumentation-based learning, to provide them with scientific inquiry experience, to ensure that they gain skills to develop argumentation-based experimental learning methods. Throughout the research, 100 science teachers were given a four-day (28 hours in total) training program in virtual labs that would enable them to make scientific inquiries through argumentation-based experimental activities developed in accordance with the science curriculum. The {\textquotedblleft}Opinion Scale for the Virtual Lab{\textquotedblright} and the {\textquotedblleft}Principles of Scientific Inquiry- Teacher{\textquotedblright} were applied to the participants as a pre-test and post-test. Following the implementation phase, the {\textquotedblleft}Assessing Argumentation-based Science Learning Activities- Scale{\textquotedblright} was applied to the participating students and teachers. In addition, semi-structured interviews were conducted with randomly selected 15 teachers and 15 students. When all the obtained data were evaluated qualitatively and quantitatively, a statistically moderate effect was determined on the teachers{\textquoteright} post-test scores from the {\textquotedblleft}Opinion Scale for the Virtual Lab{\textquotedblright} and the {\textquotedblleft}Principles of Scientific Inquiry- Teacher.{\textquotedblright} Also, the participating students and teachers mostly expressed positive views in the {\textquotedblleft}Assessing Argumentation-based Science Learning Activities- Scale{\textquotedblright} applied after the implementation phase.},
	keywords = {argumentation-based experimental learning methods, mixed-method, scientific inquiry, semi-structured interviews, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.628},
	url = {http://oaji.net/articles/2020/987-1597214587.pdf},
	author = {Aysegul K{\i}n{\i}k Topalsan}
}
@article {901,
	title = {THE EFFECT OF OUTDOOR LESSONS IN NATURAL SCIENCES ON STUDENTS{\textquoteright} KNOWLEDGE, THROUGH TABLETS AND EXPERIENTIAL LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {747-763},
	abstract = {Experiential learning was introduced to support a child{\textquoteright}s concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning - MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N = 95), outdoor learning in the seashore included Kolb{\textquoteright}s experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb{\textquoteright}s cycle. The data were collected by using two science knowledge pre and post {\textendash} tests. The test items were classified into three TIMSS{\textquoteright} cognitive domains: 1) factual knowledge, 2) conceptual understanding, and 3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students{\textquoteright} achievement in science, more precisely in knowledge on marine organisms and life at the seashore. },
	keywords = {Kolb{\textquoteright}s experiential learning cycle, natural science, outdoor learning, seashore},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.747},
	url = {http://oaji.net/articles/2020/987-1602524649.pdf},
	author = {Nastja Coti{\v c} and Janja Plazar and Isteni{\v c} Star{\v c}i{\v c}, A. and Darjo Zuljan}
}
@article {899,
	title = {EFFECT OF SCAFFOLDING STRATEGIES ON HIGHER-ORDER THINKING SKILLS IN SCIENCE CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {718-729},
	abstract = {Encouraging students{\textquoteright} higher-order thinking skills (HOTs) has become an ultimate objective for several education programmes. Being a significant domain of scaffolding strategies, HOTs has been considered as a concern that should persistently be at the vanguard of reform agenda of science. The present research aims to examine the effect of scaffolding strategies on HOTs of middle school science students in the context of Saudi Arabia. To carry out the research aim, quasi-experimental design has been applied based on multiple-choice questions comprising 20 questions all distributed on four skills, namely, application, analysis, evaluation and creation. The total population of the research was 84 grade 9 students who all sat for both pre-test and post-test. Convenient sampling was chosen as a sampling method that typically suits both the experimental group (42 students) and the control group (42 students). After collection, data were analysed using both descriptive analysis, mean and standard deviation, and inferential statistics including t-test, one-way analysis of variance (ANOVA) and multivariate ANOVA. The effect of scaffolding strategies on the four skills was found to be significant (p <.01). The present research can contribute to the enhancement of students{\textquoteright} HOTs, provided that scaffolding strategies are applied in science classes and, from a research perspective, will be a reference for researchers who are interested in scaffolding strategies in the context of either Saudi Arabia or other countries.},
	keywords = {higher-order thinking skills, Saudi Arabia, scaffolding strategies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.718},
	url = {http://oaji.net/articles/2020/987-1602524467.pdf},
	author = {Khaled Saleh Alrawili and Kamisah Osman and Saeed Almuntasheri}
}
@article {830,
	title = {EFFECTS OF A TRANSDISCIPLINARY EDUCATIONAL APPROACH ON STUDENTS{\textquoteright} TECHNOLOGICAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-141},
	abstract = {Technological progress, globalization and demographic changes have brought about transformations that have increased economic and social inequalities. A structural transformation in education could support economic growth and sustainability and could also be associated with common actions in science, technology, engineering and mathematics, together with social sciences, to mitigate the impact of these megatrends on inequalities. This research explores the effects of a technologically conceptualized transdisciplinary educational approach. A sample of 242 lower secondary school students was selected and a pre- and post-test research design was used to ascertain whether a two-level transdisciplinary educational approach used by technology teachers affected the development of students{\textquoteright} technological literacy (TL). The task design included several real-life technological contexts and concepts wherein knowledge of other disciplines was needed to solve problems, create new knowledge and acquire higher-order skills while developing positive attitudes towards sustainable technology. A two-way analysis of variance indicated several significant effects of transdisciplinary education on the development of students{\textquoteright} TL. These findings provide valuable insights into the nature of TL acquisition as a basis for curriculum design and the implementation of transdisciplinary technology education in the lower secondary school.},
	keywords = {real-life problems, technological literacy, Technology Education, transdisciplinary educational approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.121},
	url = {http://oaji.net/articles/2020/987-1581269908.pdf},
	author = {Denis Rupnik and Stanislav Avsec}
}
@article {915,
	title = {THE EFFECTS OF A VIRTUAL LABORATORY AND META-COGNITIVE SCAFFOLDING ON STUDENTS{\textquoteright} DATA MODELING COMPETENCES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {923-939},
	abstract = {Previous studies on the effectiveness of virtual laboratories for learning have shown inconsistent results over the past decade. The purpose of this research was to explore the effects of a virtual laboratory and meta-cognitive scaffolding on students{\textquoteright} data modeling competences. A quasi-experimental design was used. Three classes of eighth graders from southern Taiwan participated in this research and were assigned to the Experimental Group I (EG I), the Experimental Group II (EG II), and the Control Group (CG). EG I (n=25) received the virtual laboratory and meta-cognitive scaffolding in the teaching and learning. EG II (n=28) received the virtual laboratory only in the teaching and learning. The CG (n=27) received the lecture with the cookbook laboratory. The teaching unit was Heat and Specific Heat, and the teaching time for the three groups was six lessons (of 45 minutes each). The Data Modeling Competences Test (DMCT) designed by the research team was used as the data collection instrument. The results showed that the virtual laboratory and meta-cognitive scaffolding had effects on students{\textquoteright} data modeling competences. This research shows the importance of the meta-cognitive scaffolding strategy for virtual laboratories when conducting data modeling teaching.},
	keywords = {data modeling, meta-cognitive scaffolding, quasi-experimental design, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.923},
	url = {http://oaji.net/articles/2020/987-1606572541.pdf},
	author = {Jeng-Fung Hung and Chun-Yen Tsai}
}
@article {917,
	title = {THE EFFECTS OF CRITIQUE-DRIVEN INQUIRY INTERVENTION ON STUDENTS{\textquoteright} CRITICAL THINKING AND SCIENTIFIC INQUIRY COMPETENCY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {954-971},
	abstract = {The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students{\textquoteright} critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students{\textquoteright} critical thinking and scientific inquiry competency. },
	keywords = {Critical thinking, critique-driven inquiry (CDI), primary and secondary school students, scientific inquiry competency, Taiwan},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.954},
	url = {http://oaji.net/articles/2020/987-1606572748.pdf},
	author = {Ying-Yan Lu and Huann-shyang Lin and Thomas J. Smith and Zuway-R Hong and Wen-Yi Hsu}
}
@article {844,
	title = {EFFECTS OF INQUIRY-BASED TEACHING ON CHINESE UNIVERSITY STUDENTS{\textquoteright} EPISTEMOLOGIES ABOUT EXPERIMENTAL PHYSICS AND LEARNING PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-297},
	abstract = {Students{\textquoteright} epistemologies of experimental physics refer to how they understand the role of experimentation as well as the experimental operation and design and communication of results in physics. This research aimed to find whether students in inquiry-based physics laboratory activities show more expert-like epistemologies of experimental physics and better course performance relative to courses using cookbook guided laboratory activities. The participants consisted of two classes of students in a Chinese university. They were divided into control group and experimental group. The experimental group was taught with inquiry-based teaching, while the control group was using cookbook teaching. Each group was taught by the same lecturer. Colorado Learning Attitudes about Science Survey for Experimental Physics were used to investigate students{\textquoteright} epistemologies about the nature of experimental physics. It was found that students in a traditional cookbook guided laboratory showed significant negative shifts on personal epistemologies, and in contrast, students{\textquoteright} epistemologies of experimental physics in inquiry-based laboratory had been significantly improved. The increase of scores in the control group was higher than the experiment group on experimental physics learning performance. The results were slightly different from other studies, some possible explanations were given.},
	keywords = {epistemologies of experimental physics, inquiry-based teaching, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.289},
	url = {http://oaji.net/articles/2020/987-1586941778.pdf},
	author = {Wei-Zhao Shi and Liping Ma and Jingying Wang}
}
@article {983,
	title = {THE EFFECTS OF ONLINE TEACHING ON STUDENTS{\textquoteright} ACADEMIC PROGRESS IN STEM},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1106-1124},
	abstract = {Online teaching environment is a challenge for science, technology, engineering, and mathematics (STEM) in-service teachers who feel worried about their ability to succeed in what might be an unfamiliar learning environment. This research focused on testing the effects of perceived risks and concerns by in-service teachers during online-only classes due to the coronavirus outbreak on student academic progress requirements across the different STEM disciplines. The research hypotheses were tested on a sample of 1444 in-service teachers teaching exclusively in the online environment, in Romania. A structural equation model was used to explore the possible links among two external variables (pedagogical and technological perceived risks), one mediator variable (student engagement), one control variable (school settings), and one output variable (student academic progress requirements). The results revealed significant negative paths from challenges mediated by student engagement to student academic progress, as well as positive paths from them to mediator factor. The school setting categories were negatively correlated with both perceived risk dimensions. The moderator role of student engagement on the challenges-outcome link was supported. The online teaching effects on student{\textquoteright}s academic progress varied across the different STEM disciplines. The relevant common features for all STEM disciplines were further then demonstrated.  },
	keywords = {in-service teachers, online class, pandemic emergency, STEM, structural equation modelling, student academic progress},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1106},
	url = {http://oaji.net/articles/2021/987-1613414653.pdf},
	author = {Ion-Ovidiu Panisoara and Ruxandra Chirca and Iuliana Lazar}
}
@article {853,
	title = {THE EFFECTS OF THE TRIP MODEL ON STUDENTS{\textquoteright} SCIENCE READING ABILITY AND MARINE CONSERVATION LEARNING INTEREST},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {374-387},
	abstract = {This research sought to improve students{\textquoteright} science reading comprehension ability and marine ecological conservation learning interest through the implementation of an inquiry-based learning course. A Triggered situational interest-Reading-Inquiry-Presentation (TRIP) model was proposed to guide the course design. The quasi-experimental design was adopted in this research. Experimental teaching activities were conducted with two classes of second graders (50 students in total) in southern Taiwan. One class served as the experimental group, and the other served as the comparison group. The Science Reading Comprehension Test (SRCT) and Marine Ecology Conservation Learning Interest Scale (MECLIS) were used as instruments. Data were analyzed using the Johnson-Neyman Technique, analysis of covariance, and qualitative analysis. The results showed that the students with lower pre-test scores on the SRCT in the experimental group had better scores on the post-test than those in the comparison group, while the students in both groups with higher pre-test scores on the SRCT had no difference in their post-test scores. Furthermore, the experimental group students had better MECLIS scores than the comparison group students, and the difference had a moderate effect size. Overall, this research suggests that the TRIP model may assist science teachers in designing science reading courses.},
	keywords = {inquiry-based learning, learning interest, reading comprehension, reading literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.374 },
	url = {http://oaji.net/articles/2020/987-1591087621.pdf},
	author = {Fu-Pei Hsieh and Yun-An Chen and Jeng-Fung Hung and Chun-Yen Tsai}
}
@article {847,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {333-336},
	abstract = {End page, JBSE, Vol. 19, No. 2, 2020},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1586941955.pdf},
	author = {Editorial Board}
}
@article {862,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {514-516},
	abstract = {End page, Vol. 19, No. 3, 2020},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1591088183.pdf},
	author = {Editorial Board}
}
@article {922,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1034-1036},
	abstract = {End page, JBSE, Vol. 19, No. 6, 2020},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606573107.pdf},
	author = {Editorial Board}
}
@article {985,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {1137-1140},
	abstract = {End page, JBSE, Vol. 19, No. 6A, 2020. Theme: "Responding to Covid-19: The integration of online teaching and learning in STEM education" Guest Editors: L. Mnguni \& H.O. Mokiwa},
	keywords = {end page, special issue},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1613414780.pdf},
	author = {Editorial Board}
}
@article {907,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {855-856},
	abstract = {End page, JBSE, Vol. 19, No. 5, 2020},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1602525073.pdf},
	author = {Editorial Board}
}
@article {833,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {174-176},
	abstract = {End page, Vol. 19, No. 1, 2020, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1581270083.pdf},
	author = {Editorial Board}
}
@article {886,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Other},
	chapter = {688},
	abstract = {End page, Vol. 19, No. 4, 2020},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1597214831.pdf},
	author = {Editorial Board}
}
@article {906,
	title = {ENHANCING STUDENTS{\textquoteright} HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {842-854},
	abstract = {To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students{\textquoteright} assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students{\textquoteright} total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students{\textquoteright} micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms.          },
	keywords = {hierarchical designs, high-order cognitive skills, micro, particulate nature of matter, symbolic performances},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.842},
	url = {http://oaji.net/articles/2020/987-1602525025.pdf},
	author = {King-Dow Su}
}
@article {840,
	title = {ENHANCING VOLUNTEERS{\textquoteright} INTENTION TO ENGAGE IN CITIZEN SCIENCE: THE ROLES OF SELF-EFFICACY, SATISFACTION AND SCIENCE TRUST},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {234-246},
	abstract = {This research was carried out at the Science Volunteer Program 2018, which is run by Taiwan{\textquoteright}s Ministry of Science and Technology. The purpose of the research was to understand the effects of self-efficacy, satisfaction, and science trust on science volunteers{\textquoteright} intention to continue volunteering. The research drew on the Social Cognitive Career Theory (SCCT) to test how social cognitive variables affect volunteers{\textquoteright} intention to continue engaging in events and with organizations. A total of 156 volunteers taking part in the program completed a questionnaire measuring Self-efficacy, Satisfaction, Trust, and Intention. A structural equation model (SEM) was developed, and the proposed effects on the variables were tested using SEM procedures. The results of the SEM analysis found that there were positive effects between (a) Self-efficacy and Satisfaction, (b) Self-efficacy and Intention, (c) Satisfaction and Intention, and (d) Trust and Intention. The discussion highlights implications for science volunteer managers who are not only in a position to increase volunteers{\textquoteright} behavioral intention to continue their engagement in volunteer work, but also to facilitate interventions to boost volunteering in Taiwan.},
	keywords = {citizen science, science volunteers, Social Cognitive Career Theory, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.234},
	url = {http://oaji.net/articles/2020/987-1586941480.pdf},
	author = {Chia-Pin Kao and Kuen-Yi Lin and Hui-Min Chien and Yu-Tsang Chen}
}
@article {842,
	title = {EVALUATING SCIENTIFIC REASONING ABILITY: THE DESIGN AND VALIDATION OF AN ASSESSMENT WITH A FOCUS ON REASONING AND THE USE OF EVIDENCE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {261-275},
	abstract = {Scientific reasoning ability (SRA) is widely recognized as an essential goal for science education. There is much discussion on the design and development of assessment frameworks as viable tools to foster SRA. However, established assessments mostly focus on the level of students reasoning attainment. Student ability to use evidence to support reasoning is not adequately addressed and evaluated. In this study, the 6-level SRA assessment framework was conceptualized and validated iteratively via synthesizing literature and a Delphi study. Guided by the framework, an SRA assessment tool adopting and adapting PISA test items and self-created items was developed and administered to 593 secondary students (including 318 8th Graders and 275 9th Graders) in mainland China. Pearson correlation analysis of SRA assessment score and their scores in scientific reasoning provided criterion-related validation for the former (Pearson correlation = .527). Rasch analysis conducted further confirmed the validity and reliability of the SRA test and the assessment framework. Combing quantitative and qualitative methods, the study provides a valid and reliable analytical framework of SRA. It can inform the design of SRA assessments in various science education contexts for diversified audiences.},
	keywords = {Complexity of Scientific Reasoning, Evidence in Reasoning, Rasch Modeling, Scientific Reasoning Ability (SRA)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.261},
	url = {http://oaji.net/articles/2020/987-1586941634.pdf},
	author = {Ma Luo and Zuhao Wang and Daner Sun and Zhi Hong Wan and Liying Zhu}
}
@article {860,
	title = {EVALUATION OF INTERACTIVE GAME-BASED LEARNING IN PHYSICS DOMAIN},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {484-498},
	abstract = {In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the traditional group, the educational video group, and the game-based learning group. The result showed that the game-based learning group performed the best among the three groups, followed by the educational video group, and the traditional group performed the worst. Students in the game-based learning group were enrolled into an interview to study which types of guides enhanced students{\textquoteright} game-based learning. From the interview, the prompts and the interactive characteristic of the game-based learning environment took the first two places. In addition, students benefited from the features of game-based learning including task requirements for execution, the tip prompt function, the feedback mechanism, and the story settings. Therefore, it is necessary to integrate applicable guides into the design of game-based learning according to students{\textquoteright} perspectives for providing engaging learning experience. },
	keywords = {game-based learning, knowledge acquisition, learning guidelines, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.484},
	url = {http://oaji.net/articles/2020/987-1591088071.pdf},
	author = {Hui Zeng and Shao-Na Zhou and Gui-Rong Hong and Qiu-ye Li and Shao-Qiu Xu}
}
@article {898,
	title = {EXAMINING CHANGE IN PERCEPTIONS OF SCIENCE TEACHERS ABOUT E-STEM},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {696-717},
	abstract = {Professional development programs might affect teachers{\textquoteright} perceptions of how STEM disciplines are interconnected. The purpose of this research was to examine the change in perceptions of science teachers particularly in disadvantageous schools, who participated in a practice-based professional development program offered in Turkey, about STEM, entrepreneurship, and E-STEM, and their experiences related to E-STEM. This qualitative research had a phenomenological design. The participants were totally 30 science teachers who were teaching in each of the seven geographical regions of Turkey. The data were collected through semi-structured pre- and post-focus group interview forms finalized after the expert review and pilot study. Furthermore, the science teachers were asked to keep a diary about the implementation process throughout the research. The data collected through focus group interviews were examined using content analysis and the data collected through the diaries were examined using descriptive analysis. The findings of the study indicate that the science teachers defined E-STEM as a process containing the aspects of entrepreneurship (communication, perseverance and determination, self-confidence, motivation, risk-taking, presentation, and marketing) more comprehensively compared to the pre-interviews. },
	keywords = {E-STEM education, science teacher, STEM education, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.696},
	url = {http://oaji.net/articles/2020/987-1602524391.pdf},
	author = {Bulent Aydogdu and Koray Kasapoglu and Nil Duban and Selanik Ay, T. and Fatih Ozdinc}
}
@article {831,
	title = {EXAMINING THE CONNECTION BETWEEN STUDENTS{\textquoteright} WORKING MEMORY AND THEIR ABILITIES TO SOLVE OPEN-ENDED CHEMISTRY PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {142-156},
	abstract = {Open-ended problem-solving skills have been identified as employable skills, which undergraduate students will need to have in order to cope with real-life problems in their workplaces after graduation. However, the development and assessment of these skills have been inconsistent across courses offered in universities. This research examined undergraduate students{\textquoteright} ability to engage with open-ended chemistry problems, and the influence of their working memory space on problem solving. The research is a descriptive research design that employed a survey method for collection data. A purposive sampling technique was used to recruit 665 students from 19 chemistry departments in Nigerian universities. The students{\textquoteright} ability to solve open-ended problems was measured in terms of their performance and was found to be below average (< 50). The female students outperformed their male counterparts in the chemistry open-ended problem-solving test (ChemOPST). A strong positive correlation was found to exist between students{\textquoteright} working memory capacity and their performance in the ChemOPST. The research concludes on the need for experiential-based learning of chemical concepts which could help students build a knowledge base that is required to engage with problems that have real-life applications.},
	keywords = {chemistry problem-solving, open-ended problems, university students, working memory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.142},
	url = {http://oaji.net/articles/2020/987-1581269978.pdf},
	author = {Johnson E. Upahi and Umesh Ramnarain}
}
@article {855,
	title = {EXAMINING THE EFFECT OF AN ONLINE FORMATIVE ASSESSMENT TOOL (OFAT) OF STUDENTS{\textquoteright} MOTIVATION AND ACHIEVEMENT FOR A UNIVERSITY SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-414},
	abstract = {Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students{\textquoteright} motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students{\textquoteright} university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement pre- and post-test data and students{\textquoteright} log records. The results of multiple tier analyses exposed positive effects about students{\textquoteright} motivation and achievement. Based on usage measurements, students{\textquoteright} intensity offers the positive effects about students{\textquoteright} motivation and achievement. Furthermore, along with overall students{\textquoteright} improved performance, the effects of high-performing students{\textquoteright} achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.},
	keywords = {adaptive assignment, formative assessment, teaching/learning methodologies, university science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.401},
	url = {http://oaji.net/articles/2020/987-1591087751.pdf},
	author = {David Gonz{\'a}lez-G{\'o}mez and Jin Su Jeong and Florentina Ca{\~n}ada-Ca{\~n}ada}
}
@article {913,
	title = {EXAMINING THE FACTORS THAT INFLUENCE HIGH SCHOOL CHEMISTRY TEACHERS{\textquoteright} USE OF CURRICULUM MATERIALS: FROM THE TEACHERS{\textquoteright} PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {893-907},
	abstract = {This research aimed to examine the impact of different factors on high school chemistry teachers{\textquoteright} use of curriculum materials in China. The examination was conducted on a theoretical framework in which three aspects of curriculum materials and three ways of curriculum use are involved and nine factors are suggested. Through a questionnaire survey of 212 chemistry teachers, the findings included the following aspects. Firstly, the nine factors more induced teachers to supplement the teaching elements, but less affected teachers to delete the original contents in the curriculum materials. Secondly, among the nine factors, {\textquoteleft}knowledge about students{\textquoteright} was recognized as the core factor in the three dimensions of teaching objectives, teaching strategies, and teaching activities, whereas {\textquoteleft}class size{\textquoteright} was regarded as the peripheral factor in all three dimensions. {\textquoteleft}Teaching resources{\textquoteright} was another peripheral factor for the dimensions of teaching strategies and teaching activities. Thirdly, two factors were found to be significantly different among teachers who are in different areas of economic development: {\textquoteleft}knowledge about students{\textquoteright} and {\textquoteleft}class size{\textquoteright}. Fourthly, {\textquoteleft}knowledge about curriculum{\textquoteright} and {\textquoteleft}knowledge about instructional strategies{\textquoteright} were two factors that made significant differences in the comparison among teachers who have different years of teaching experience. },
	keywords = {chemistry teachers, curriculum materials, curriculum use, influencing factors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.893},
	url = {http://oaji.net/articles/2020/987-1606572365.pdf},
	author = {Bo Chen and Bing Wei and Xiaoling Wang}
}
@article {843,
	title = {EXPLICIT TEACHING OF SCIENTIFIC ARGUMENTATION AS AN APPROACH IN DEVELOPING ARGUMENTATION SKILLS, SCIENCE PROCESS SKILLS AND BIOLOGY UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {276-288},
	abstract = {Science educational standards are increasingly emphasising on argumentation skills. However, students{\textquoteright} argumentation skills are often not developed well as their experience of science knowledge in schools is often in the form of uncontested facts. This research asserts that argumentation skills should be developed through explicit teaching of argumentation while engaged in practical work that draws on students{\textquoteright} science process skills. In turn, developing argumentation skills also improves their science process skills. Thus, this research sought to examine the effect of the Modified Argument-Driven Inquiry approach (MADI), Inquiry without Argument approach (IWA), and the conventional practical work approach (CON) on the development of argumentation and science process skills of Grade 10 students in practical biology. This research employed the quasi-experimental methodology involving Pre-test Post-test Non-equivalent Control Group design. The data were collected through tests on argumentation skills, science process skills and diffusion and osmosis concepts{\textquoteright} understanding. The MANOVA results showed that there was a significant improvement in the argumentation skills, science process skills and biology understanding among the students who experienced the MADI approach in practical biology. In contrast, students who experienced the IWA approach in practical biology showed significant improvement only in biology understanding.},
	keywords = {argumentation skills, modified argument driven inquiry, Practical work, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.276 },
	url = {http://oaji.net/articles/2020/987-1586941698.pdf},
	author = {Irene Lue Leh Ping and Lilia Halim and Kamisah Osman}
}
@article {828,
	title = {EXPLORING ACADEMIC DISHONESTY PRACTICES AMONG SCIENCE EDUCATION UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {91-107},
	abstract = {The aim of this research was to explore e-dishonesty practices among science education undergraduates based on measurement models. The measuring tool was the Internet-triggered Academic Dishonesty Scale (IADS) comprised of ten items for the fraudulence construct and five items for the plagiarism construct as proposed by Akbulut et al. (2008), and another eight items as proposed by Karim, Zamzuri, and Nor (2009) for the construct of misuse in using information technologies by university students. A pilot sample of 125 valid responses and a test sample of 249 valid responses collected from university students in the Science Education program were subjects of factor analyses, non-parametric and invariance test methods. 16-item IADS scale was confirmed in a Romanian higher education context. A second-order factor (e-dishonesty), and three dimensions of first-order factors (plagiarism, fraudulence, and misuse in using information technologies (IT)) were validated. Plagiarism was the most important factor, followed by fraudulence and misuse in using IT. E-dishonesty practices dimensions not varied depending on the sociodemographic profile of undergraduates. The case study research provided a significant contribution to the understanding of ethical Internet behaviors and to generate an appropriate tool to measure the e-dishonesty practices among undergraduates learning science education subjects. },
	keywords = {academic dishonesty, bi-factor models, fraudulence in using IT, human behavior, misuse in using IT, plagiarism in using IT, science education, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.91},
	url = {http://oaji.net/articles/2020/987-1581269786.pdf},
	author = {Liliana M{\^a}t{\u a} and Iuliana M. Laz{\u a}r and Roxana Ghiat{\u a}u}
}
@article {904,
	title = {EXPLORING RELATIONS AMONG PRE-SERVICE SCIENCE TEACHERS{\textquoteright} MOTIVATIONAL BELIEFS, LEARNING STRATEGIES AND CONSTRUCTIVIST LEARNING ENVIRONMENT PERCEPTIONS THROUGH UNSUPERVISED DATA MINING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {804-823},
	abstract = {Educational data mining is a developing research trend for exploring hidden patterns and natural associations among a set of student, teacher or school related variables. Discovering profiles of preservice science teachers using data mining methods would give important information about quality of teacher education programs and future science teachers{\textquoteright} performance. The aim of this research was to describe characteristics of preservice science teachers and to explore the relations among their motivational beliefs, learning strategy use, and constructivist learning environment perceptions. Participants included 480 preservice science teachers in their final semester of the teacher education program. Data were gathered using Demographic Questionnaire, Motivated Strategies for Learning Questionnaire, Achievement Goal Questionnaire and Constructivist Learning Environment Scale. Findings of clustering analysis revealed gender as a discriminating factor between the obtained two natural groups. Preservice science teachers{\textquoteright} characteristics including background characteristics, motivational beliefs, strategy use and constructivist learning environment perceptions were grouped into two clusters, namely males and females. Moreover, the association rules mining analysis revealed strong relations among preservice science teachers{\textquoteright} motivational beliefs, learning strategy use, and constructivist learning environment perceptions. This research provided many important findings that can be useful for further decision-making strategies.},
	keywords = {Constructivist learning environment, data mining, learning strategies, motivational belief, Pre-Service Science Teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.804},
	url = {http://oaji.net/articles/2020/987-1602524864.pdf},
	author = {Sevgi Kingir and Bilge Gok and Ahmet Selman Bozkir}
}
@article {883,
	title = {EXPLORING THE EFFECTS OF GUIDANCE IN A COMPUTER DETECTIVE GAME FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {647-658},
	abstract = {This research aimed to develop a computer detective game for science education to provide students in experiencing real-world problem-solving after learning electricity-related knowledge, and to explore the effects of designing the guidance of process constraints and prompts into this game. To explore the effects of guidance, two different game tasks with and without the guidance of process constraints and prompts were integrated into this game. At the same time, to understand appropriate prompt guidance, two different versions of the first game task with and without real-time prompts were also designed. Two ninth-grade classes from a lower secondary school were randomly assigned to use different versions of game with different real-time guidance prompts. The research findings indicate that students had significantly better problem-solving performance in first game task with the guidance of process constraints and prompts than those in second game task without guidance. The results also indicate that the design of real-time prompts may not only enhance students{\textquoteright} problem-solving performance and knowledge acquisition, but also lower students{\textquoteright} cognitive load.},
	keywords = {inquiry guidance, learning game, physics education, science knowledge, science problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.647},
	url = {http://oaji.net/articles/2020/987-1597214650.pdf},
	author = {Fu-Hsing Tsai and I-Ying Hsu}
}
@article {858,
	title = {FINAL-YEAR PRE-SERVICE PRIMARY SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF INQUIRY-BASED-SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {454-466},
	abstract = {Teachers{\textquoteright} accurate understanding of Inquiry-Based Science Teaching (IBST) is crucial for the proper enactment of this pedagogical approach. In this research, a qualitative case study design was used to explore and interpret pre-service teachers{\textquoteright} understanding of IBST at the conclusion of their three-year primary diploma at a university in Swaziland. Data were collected using a semi-structured teaching scenario-based questionnaire in conjunction with individual semi-structured interviews. Thirty-four participants completed the questionnaire and eight of them were subsequently interviewed. The data were analyzed using a conceptual framework of IBST that outlines two dimensions of IBST; namely the cognitive and guidance dimensions. The results show that in the cognitive dimension, participants focused mainly on the procedural domain. With regard to the guidance dimension, they associated the pedagogical approach more with teacher-directed than learner-directed learning activities. This paper recommends that in training pre-service primary school teachers, teacher educators must broaden their focus from procedural aspects of IBST to include all its aspects; thereby developing their pre-service teachers{\textquoteright} holistic and deep experiences of IBST.},
	keywords = {IBST understanding, inquiry-based science teaching, pre-service teachers, primary school, scenario-based questionnaire},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.454},
	url = {http://oaji.net/articles/2020/987-1591087928.pdf},
	author = {Khanyisile Brenda Nhlengethwa and Nadaraj Govender and Doras Sibanda}
}
@article {897,
	title = {GENERAL REMARKS ON BASIC ACTUALITIES WITHIN OUR LIFE AND EDUCATION DURING FIRST 20 YEARS OF 21st CENTURY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {692-695},
	abstract = {Development of Human personal as well as social Life means continuing physical and spiritual (mental) changes all around them and within them. Corresponding changes traditionally reflected by humans as evolution (reformational) or revolution (transformational) processes, that are realizing corresponding quantitative or qualitative steps within the development of people{\textquoteright}s Life Activities. First 20 years of 21-st Century presented a real start of serious qualitative changes as a process of implementation up to date achievements of modern Science and Technologies. These are transformational changes not only within physical background of our traditional Life, but fast developing of corresponding changes also within our spiritual (or mental) Life (Broks, 2016). The central phenomenon within the mentioned processes above today is the development of overall computerization of physical as well as mental Life Activities of Humans.  Global, regional, local explosion of information as an artefact of revolution within Computer Science and Information Technology marks the above mentioned beginning of the 21-st century. So, our life today is becoming more and more complex by means of increasing diversity and speed of corresponding changes. Virus COVID-19 attack has just only accelerated these changes. Global turnover of Biological as well as Computer viruses is part of modern Life today for tomorrow.},
	keywords = {human life activities, interconnected changes, mental Life Activities, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.692},
	url = {http://oaji.net/articles/2020/987-1603081853.pdf},
	author = {Andris Broks}
}
@article {859,
	title = {HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {467-483},
	abstract = {This work analyses students{\textquoteright} failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. },
	keywords = {chemistry examinations, higher-order cognitive skills, higher-order thinking skills, student assessment, twelfth-grade chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.467},
	url = {http://oaji.net/articles/2020/987-1591087985.pdf},
	author = {Georgios Tsaparlis}
}
@article {823,
	title = {IDENTIFYING PRE-SERVICE TEACHERS{\textquoteright} INITIAL IMPRESSIONS OF THE CONCEPT CARTOONS IN THE SCHOOL CORRIDORS AND INFORMAL PHYSICS LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {25-35},
	abstract = {Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers{\textquoteright} initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers{\textquoteright} initial impressions of  the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. },
	keywords = {concept cartoon, informal learning, initial impression, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.25},
	url = {http://oaji.net/articles/2020/987-1581269416.pdf},
	author = {{\c S}eng{\"u}l Atasoy and Seyhan Ery{\i}lmaz Toksoy and Muammer {\c C}al{\i}k}
}
@article {880,
	title = {THE IMPACT OF PHYSICAL MOLECULAR MODELS ON STUDENTS{\textquoteright} VISUO-SEMIOTIC REASONING SKILLS RELATED TO THE LEWIS STRUCTURE AND BALL \& STICK MODEL OF AMMONIA},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {594-604},
	abstract = {Visuo-semiotic models, such as Lewis structures and ball \& stick models, are widely used to enhance students{\textquoteright} learning. However, there is limited research about the impact of these models on specific visuo-semiotic reasoning skills. In the current research, we aimed to determine the extent to which physical molecular models could enhance specific visuo-semiotic reasoning skills among students. The research question that we explored was, {\textquotedblleft}what is the impact of physical molecular models on Grade 11 students{\textquoteright} visuo-semiotic reasoning skills related to Lewis structures and ball \& stick models of ammonia?{\textquotedblright} In this mixed-methods research, we collected data from purposively selected Grade 11 chemistry students aged between 15 and 18 from an under-resourced school in South Africa. Through a quasi-experimental design, participants in the experimental group (n = 101) used physical molecular models to learn about Lewis structure and ball \& stick models of ammonia while participants in the control group (n = 100) did not. We subsequently tested students{\textquoteright} visuo-semiotic reasoning skills. Results show that using physical molecular models significantly improved students{\textquoteright} visuo-semiotic reasoning skills and reduced associated learning difficulties. We, therefore, recommend that these models should be used as an instructional tool to enhance learning.},
	keywords = {ball \& stick models, Lewis structures, physical models, visuo-semiotic reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.594},
	url = {http://oaji.net/articles/2020/987-1597214439.pdf},
	author = {Thobile Nkosi and Lindelani Mnguni}
}
@article {838,
	title = {THE IMPACT OF PROFESSIONAL DEVELOPMENT IN INQUIRY-BASED METHODS ON SCIENCE TEACHERS{\textquoteright} CLASSROOM PRACTICE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {201-219},
	abstract = {Inquiry-based methods have become very popular in science education all over the world. In Europe, they were strongly advocated in years 2007-2013 within the 7th EU Framework Programme projects, and in that time, in many countries teacher educational programmes (TEP) in inquiry were developed and implemented. However, there has been limited information on how effective those trainings are, and how teachers bring theory into practice. Therefore, the aim of this research was to determine the impact of training in inquiry-based methods on the teachers{\textquoteright} professional practices. The training consisted of two stages: I {\textendash} one-week-long core training, and II {\textendash} one-year-long extended support. Ninety-two science teachers participated in the research. It had a quantitative character and was based on a self-evaluation sheet that was completed three times: before the training, a month after the training, and a year after the training. The research results revealed current Polish science teachers{\textquoteright} practices related to facilitating learning by inquiry and identified the inquiry{\textquoteright}s features that were immediately adopted by teachers, those that were adopted after a longer period, and finally, those that were not implemented at all. These results can be especially useful to educators who design and run TEPs in inquiry-based teaching and learning.},
	keywords = {in-service teachers, inquiry-based learning, professional development, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.201},
	url = {http://oaji.net/articles/2020/987-1586941315.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki}
}
@article {921,
	title = {IMPROVEMENTS IN TEACHERS{\textquoteright} KNOWLEDGE AND UNDERSTANDING OF BASIC ASTRONOMY CONCEPTS THROUGH DIDACTIC GAMES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1020-1033},
	abstract = {Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers{\textquoteright} knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers{\textquoteright} knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers.},
	keywords = {astronomy education, didactic games, in-service primary school teachers, Moon phases},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1020},
	url = {http://oaji.net/articles/2020/987-1606573063.pdf},
	author = {Katarina Susman and Jerneja Pavlin}
}
@article {824,
	title = {INFLUENCE OF FORMATIVE ASSESSMENT CLASSROOM TECHNIQUES (FACTs) ON STUDENT{\textquoteright}S OUTCOMES IN CHEMISTRY AT SECONDARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {36-49},
	abstract = {Assessment in many Central- and Eastern-European countries is dominated by summative assessment (SA). Simultaneously, researchers and educators from western Europe and the US proclaim the formative assessment (FA) as an important element of the educational process and advise including it into curricula and everyday teachers{\textquoteright} practice. The research presented herein reports an introduction of formative assessment classroom techniques (FACTs) during chemistry lessons at K7 level in Slovakia. In total 202 students participated in the research. They were divided randomly into a control (n=97) and an experimental (n=105) group, and the intervention covered 10 successive lessons. After the intervention, the student{\textquoteright}s outcomes were compared using the test checking student{\textquoteright}s knowledge and skills according to various domains of Bloom{\textquoteright}s revised taxonomy. The results suggested a statistically significant increase in the score of the experimental group, and a detailed analysis revealed that the increase was significant in both lower- and higher-order cognitive skills area. Finally, the students{\textquoteright} reaction on the introduction of formative assessment was studied and showed their positive attitude towards the introduced method.},
	keywords = {chemical education, formative assessment classroom techniques, higher-order cognitive skills, secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.36},
	url = {http://oaji.net/articles/2020/987-1581269504.pdf},
	author = {M{\'a}ria Babin{\v c}{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and Ivana Sot{\'a}kov{\'a} and Pawe{\l} Bernard}
}
@article {876,
	title = {THE INFLUENCE OF INTERACTION WITH NATURE IN CHILDHOOD ON FUTURE PRO-ENVIRONMENTAL BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {536-550},
	abstract = {Pro-environmental behavior is a key to environmental sustainability. It is important to know which variables influence the development of pro-environmental behavior and how important direct interaction with nature is for future environmental engagement. The aim of the research was to examine the correlation between childhood interaction with nature and pro-environmental behavior as an adult and the mediators influencing this correlation. The respondents (N = 370) were selected by the snowball method and completed an on-line questionnaire. Bivariate correlation and parallel mediation analysis were done. Previous research studies focused mainly on one type of influence, and this research brought a comparison of three mediators. The results confirmed that interaction with nature in childhood affects future pro-environmental behavior. The main mediator seems to be the affective mediator. The cognitive mediator and interaction with nature in adulthood had only a small mediation effect. Children{\textquoteright}s emotional bonding with nature is the important element for the development of pro-environmental behavior. This appears to be a more effective way of ensuring stronger pro-environmental behavior in the future than building environmental knowledge or relying on sufficient interaction with nature in adulthood. },
	keywords = {affective mediator, interaction with nature, mediation analysis, pro-environmental behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.536},
	url = {http://oaji.net/articles/2020/987-1597214205.pdf},
	author = {{\v S}{\'a}rka Dole{\v z}alov{\'a} K{\v r}epelkov{\'a} and Jan Krajhanzl and Roman Kroufek}
}
@article {885,
	title = {INFLUENCING FACTORS OF 10th GRADE STUDENTS{\textquoteright} SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {675-686},
	abstract = {Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students{\textquoteright} science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents{\textquoteright} support can directly predict students{\textquoteright} expectations of science careers; 2) the effect of student{\textquoteright}s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students{\textquoteright} interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students{\textquoteright} science beliefs and identity for the improvement of their science career expectations.},
	keywords = {10th grade students, influencing factors, science career expectations, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.675  },
	url = {http://oaji.net/articles/2020/987-1597214794.pdf},
	author = {Jingying Wang and Mingyue Yang and Beibei Lv and Feixiong Zhang and Yonghe Zheng and Yihong Sun}
}
@article {861,
	title = {INQUIRY-BASED SCIENCE EDUCATION AS A REVISION STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {499-513},
	abstract = {The research aim was to identify the effect of revising the thematic unit {\textquotedblleft}Changes in Chemical Reactions{\textquotedblright} using IBSE (based on confirmation inquiry) in the 8th grade of secondary school. This thematic unit is taught in chemistry lessons in the 2nd term of the 7th grade. A set of activities verified by a piece of pilot research was used to implement IBSE based on confirmation inquiry using the 5E Educational Model. The research was performed in ten Slovak secondary schools during the 1st term of the 2017/2018 school year. This research employed the quasi-experimental methodology involving pre-test{\textendash}post-test two-group design. The research sample consisted of 292 8th grade students. They were divided randomly into a control (n=149) and experimental (n=143) group, and the intervention took place during 10 lessons. Cognitive tests based on the revised Bloom{\textquoteright}s taxonomy were used to measure students{\textquoteright} knowledge and skills before and after revision. The results indicate that using IBSE (based on confirmation inquiry) in the revision phase is more effective than teaching without using IBSE in terms of developing conceptual understanding. It affects the lower and higher cognitive processes (understanding, application, and analysis) and stimulates learning mainly in students with lower academic performance.},
	keywords = {chemistry education, cognitive processes, confirmation inquiry, secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.499 },
	url = {http://oaji.net/articles/2020/987-1591088137.pdf},
	author = {Ivana Sot{\'a}kov{\'a} and M{\'a}ria Ganajov{\'a} and M{\'a}ria Babin{\v c}{\'a}kov{\'a}}
}
@article {903,
	title = {INSTRUCTIONAL PRACTICES OF SCIENCE TEACHERS IN RURAL LEARNING ECOLOGIES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {780-803},
	abstract = {The outcomes of IEA{\textquoteright}s Trends in International Mathematics and Science Study (TIMSS) conducted from 1995 to 2002 confirmed that there was no improvement in the learning outcomes of grade eight learners in Mathematics and Science. Additionally, the failure rate in Mathematics at the National Senior Certificate (NSC) Matriculation examination has increased from 2008 to 2018 in South African schools. It was consequent on this decline in performance that the South African National Roads Agency Limited (SANRAL) Chair in Science and Mathematics Education developed a short learning intervention programme for Mathematics teachers in South Africa in 2013 and 2014. This research reports post-intervention instructional practices of five teachers at Reitz who took part in the intervention programme. The teachers took part in the training workshops that were orgnised  for participants at the University of the Free State, implemented the knowledge acquired from the programme in their respective schools, and compiled an evidence portfolios of their post-intervention instructional practices. The portfolios of evidence submitted by the teachers were thus analysed to give voice and meaning to their post-intervention instructional practices and reflections. The analyses provide evidences of which aspects of their instructional delivery worked well while other aspects did not work well. },
	keywords = {evidence portfolios, instructional practices, science education, secondary school teachers, short learning intervention programme},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.780},
	url = {http://oaji.net/articles/2020/987-1602524800.pdf},
	author = {Olugbenga A. Ige and Loyiso C. Jita}
}
@article {977,
	title = {THE INTEGRATION OF ONLINE TEACHING AND LEARNING IN STEM EDUCATION AS A RESPONSE TO THE COVID-19 PANDEMIC},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {1040-1042},
	abstract = {Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg \& Bencze, 2017; Pietarinen et al., 2017). In particular, STEM education has adopted strategies that integrate modern technologies in teaching and learning to enhance knowledge construction and application among learners and societies. In some countries, STEM education reforms are fuelled by socio-economic and political imperatives that seek to promote social justice (Mnguni, 2018). More recently, the emergence of the Covid-19 pandemic has forced schools and universities to adopt online teaching methods to reduce the coronavirus{\textquoteright}s spread. Consequently, researchers are exploring strategies for the incorporation of online teaching and learning methods. The effectiveness of these strategies and their impact on the students{\textquoteright} conceptualization of STEM knowledge, its application, and relevance are continuously being investigated.},
	keywords = {Covid-19 pandemic, online teaching methods, STEM education, STEM knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1040},
	url = {http://oaji.net/articles/2021/987-1613414177.pdf},
	author = {Lindelani Mnguni and Hamza Mokiwa}
}
@article {851,
	title = {AN INTERDISCIPLINARY TEACHING APPLICATION: THE TOPIC OF PROTEINS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {344-355},
	abstract = {The aim of present research was to examine the effects of interdisciplinary teaching approach on teaching the topic of proteins. In the research, unequal control group model- one of the quasi-experimental research designs was used. The experimental group included 16 students (8 female and 8 male) whereas the control group included 14 students (6 female and 8 male) in this research- which was conducted with the participation of the 12th grade students. A lesson plan in which the topic of proteins was taught in interdisciplinary approach was prepared as the tool of application. A concept map prepared by the researcher and a 5-point Likert type of question were used in collected the data. The data collection tool was given to both the experimental group and the control group as a pre-test and post-test. Wilcoxon Signed Rank Test, a non-parametric method- was used in comparing the participants{\textquoteright} scores in the pre-test and post-test of concept map and Likert type question. As a result, it was found that the application of interdisciplinary teaching conducted in the experimental group had caused differences in students{\textquoteright} associating the concepts in biology and chemistry available in the topic of proteins and in their perceptions of their skills in this respect.},
	keywords = {biology teaching, concept map, interdisciplinary teaching, proteins, quasi-experimental research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.344},
	url = {http://oaji.net/articles/2020/987-1591087457.pdf},
	author = {Dilek Sultan Acarli}
}
@article {839,
	title = {METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {220-233},
	abstract = {Science, technology and engineering functional literacy should be developed purposely in the school system {\textendash} like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T\&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T\&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students{\textquoteright} metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T\&E was implemented in a Technology and Technique{\textquoteright} (T\&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T\&E model increases the students{\textquoteright} science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. },
	keywords = {engineering functional literacy, functional literacy, metacognitive didactic model, science functional literacy, technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.220},
	url = {http://oaji.net/articles/2020/987-1586941392.pdf},
	author = {Zvonka Cencelj and Boris Aber{\v s}ek and Andrej Flogie and Kordigel Aber{\v s}ek, M.}
}
@article {918,
	title = {MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {972-988},
	abstract = {Besides improving students{\textquoteright} understanding of scientific concepts, chemistry teaching should also improve students{\textquoteright} ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students{\textquoteright} proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student{\textquoteright}s ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. },
	keywords = {galvanic cells, modeling teaching, Problem Solving, proficiency level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.972},
	url = {http://oaji.net/articles/2020/987-1606764553.pdf},
	author = {Huanhuan Lu and Yanxia Jiang and Hualin Bi}
}
@article {836,
	title = {NEW PLAYMAKER IN SCIENCE EDUCATION: COVID-19},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {180-185},
	abstract = {Nowadays, we all are sitting in our homes and watching what is going on in the world, as if we are watching a science fiction movie, in which we have the leading role. Novel Coronavirus (COVID-19), which first appeared in Wuhan (Abdulamir, \& Hafidh, 2020; Ait Addi et al., 2020 Aljofan,  \& Gaipov, 2020; Sorooshian, 2020) and later turned into a pandemic affecting the entire world, does not discriminate between the degree of democracy, finances, religion, gender, ethnicity and region. World is a fireplace and we all are {\textquotedblleft}burning{\textquotedblright}. 
In the countries where the pandemic is progressing rapidly, all health professionals, regardless of their area of expertise, have been called to the field. This reminds us of the need to revive the general perspective that we have begun to forget. That is to say, no matter how specific our area of expertise is, we are obliged to keep the general perspective of our field and basic doctrines constantly fresh.
},
	keywords = {human existence, Novel Coronavirus, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.180 },
	url = {http://oaji.net/articles/2020/987-1586941191.pdf},
	author = {Muhammet Usak and Alfiya R. Masalimova and Elena I. Cherdymova and Albina R. Shaidullina}
}
@article {919,
	title = {PERSPECTIVES OF STEM EDUCATION REGARDING SERBIAN SECONDARY SCHOOL STUDENTS{\textquoteright} MOTIVATION FOR CAREER CHOICE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {989-1007},
	abstract = {The research was motivated by the necessity to examine the perspectives of STEM professions in Serbia. The aim of this research was to study students{\textquoteright} motives for career choices and their attitudes towards STEM sciences. The empirical scientific approach was applied, i.e. the quantitative and qualitative research method. The most frequently chosen undergraduate majors, the motives that determined that choice and the professional interests were examined by the interviewing technique in the first phase and the scaling and survey techniques in the second phase of the research. The participation in the research was voluntary and comprised of Serbian secondary school students. The research ascertained that a poor state of the national economy determined the students{\textquoteright} decision to be trained for {\textquotedblleft}jobs of the future{\textquotedblright} rather than attend the desired studies. The professions in the IT sector, engineering and sciences proved to be the most profitable ones. These results proved a growing popularity of STEM professions among the Serbian students, but they also implied the prospective necessity to promote mathematics and engineering within the education system considering the present insufficient interest in these academic studies. Regarding the fact that this type of scientific research is still rarely conducted by Serbian experts in the relevant field, this research contributes to a more comprehensive review of the STEM education.},
	keywords = {academic studies, professional interests, secondary school students, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.989 },
	url = {http://oaji.net/articles/2020/987-1606572920.pdf},
	author = {Jelena {\v Z}. Maksimovi{\'c} and Jelena S. Osmanovi{\'c} and Anastasija S. Mamutovi{\'c}}
}
@article {878,
	title = {PHYSICS TEACHERS{\textquoteright} PERCEPTIONS ON SUSTAINABLE PHYSICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {569-582},
	abstract = {The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers{\textquoteright} perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers{\textquoteright} perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting of both close and open-ended questions to capture their perceptions of SPE. In examining the differences in physics teachers{\textquoteright} perceptions of SPE, with regards to teaching experiences and educational background, the one-way ANOVA was utilized. Whereas thematic analysis was used to analyze responses from the open-ended questions. The main finding of this research is the novice physics teachers expressed more positive views of SPE, where they posed better understanding and greatly valued physics competencies when compared to the other teaching experiences groups. The understandings of sustainability among physics teachers were largely dominated by environmental foci. This research provides vital information to design effective teacher professional development targeting novice physics teachers in order to implement SPE effectively. },
	keywords = {education for sustainable development, physics education, physics teacher, teachers{\textquoteright} perception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.569},
	url = {http://oaji.net/articles/2020/987-1597214325.pdf},
	author = {Mohamad Nasri, N. and Nurfarahin Nasri and Abd Talib, A. A.}
}
@article {916,
	title = {PRESCHOOL TEACHERS{\textquoteright} SCIENCE TALKS DURING PICTURE STORYBOOK TELLING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {940-953},
	abstract = {The aim of this research was to analyze preschool teachers{\textquoteright} types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers.},
	keywords = {light concept, preschool teachers, science teaching, storytelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.940},
	url = {http://oaji.net/articles/2020/987-1606770837.pdf},
	author = {Yurt Tarak{\c c}{\i}, {\"O}. and Sadiye Kele{\c s} and K{\"o}lemen, E. B.}
}
@article {829,
	title = {RESEARCH-ORIENTED COLLABORATIVE INQUIRY LEARNING MODEL: IMPROVING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDES IN GENERAL CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-120},
	abstract = {Promoting students{\textquoteright} attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers{\textquoteright} attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students{\textquoteright} scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students{\textquoteright} scientific attitudes compared to conventional teaching methods.},
	keywords = {collaborative inquiry learning, general chemistry, pre-service chemistry teachers, research-oriented learning, scientific attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.108},
	url = {http://oaji.net/articles/2020/987-1581269848.pdf},
	author = {Eli Rohaeti and Anti Kolonial Prodjosantoso and Irwanto}
}
@article {854,
	title = {REVIEW OF TRENDS IN PHYSICS EDUCATION RESEARCH USING TOPIC MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {388-400},
	abstract = {For both physicists who teach students in university and physics educators, how physics should be taught is a vital question. This study reviewed the trends of research in the field of physics education to identify the status of physics education research and help researchers in future studies. 2,959 articles were collected from the American Journal of Physics (AJP) and 745 articles from the Physics Review Physics Education Research (PRPER). Abstracts of the collected articles were used for the study. After preprocessing the texts of the abstracts, topics were extracted from the texts using topic modeling. The Late Dirichlet Allocation (LDA) model of Mallet was used for topic modeling. A total of 13 topics were extracted from the two journals. In recent years, {\textquotedblleft}pedagogical content of knowledge (PCK),{\textquotedblright} {\textquotedblleft}assessment{\textquotedblright} of achievement and {\textquotedblleft}gender{\textquotedblright} of student have been topics of increasing interest; {\textquotedblleft}teacher education{\textquotedblright} and {\textquotedblleft}students{\textquoteright} reasoning process{\textquotedblright} have been topics with continuous high interest, and {\textquotedblleft}introductory physics{\textquotedblright} and {\textquotedblleft}problem solving{\textquotedblright} in physics have been topics with decreasing interest.},
	keywords = {physics education, physics education research, research trend, topic modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.388},
	url = {http://oaji.net/articles/2020/987-1591087680.pdf},
	author = {Eunjeong Yun}
}
@article {881,
	title = {THE SCIENCE LEARNING ENVIRONMENT PRIMARY SCHOOL STUDENTS{\textquoteright} IMAGINE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {605-627},
	abstract = {This research explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students{\textquoteright} drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. },
	keywords = {classroom environment, Learning Environment, science class, science teaching, student drawings},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.605},
	url = {http://oaji.net/articles/2020/987-1597214531.pdf},
	author = {Sahin Kalyon, D.}
}
@article {978,
	title = {STEM EDUCATION DURING THE COVID-19: TEACHERS{\textquoteright} PERSPECTIVES ABOUT STRATEGIES, CHALLENGES AND EFFECTS ON STUDENTS{\textquoteright} LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1043-1054},
	abstract = {This research aims to examine: (a) how Physics teachers who participated in a STEM project, adopted and implemented a STEM activity in the context of a pandemic; (b) from the perspective of Physics teachers, what were the effects on students{\textquoteright} learning of a STEM activity implemented in the context of the pandemic; (c) what challenges had Physics teachers faced in implementing the STEM activity during the pandemic. A qualitative and interpretive methodology was used. The participants are four Physics teachers who implemented a STEM activity on sound, during the pandemic. Data were collected through interviews and written reflections. The study has shown how, in a crisis context such as COVID-19, which affected schools all around the world, teachers were able to deal with it and kept developing a STEM activity, revealing the main challenges and effects on student learning, from the teachers{\textquoteright} points of view. Moreover, it was clear that carrying out with success a STEM activity, in such an adverse scenario, was strongly related with teachers who found new strategies and keep students motivated, by guiding them proficiently, and that requires to merge scientific and technological knowledge.},
	keywords = {COVID-19, online teaching, pandemic context, physics teachers, STEM activity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1043},
	url = {http://oaji.net/articles/2021/987-1613414275.pdf},
	author = {M{\'o}nica   Baptista and Estela Costa and Iva Martins}
}
@article {902,
	title = {STEM EMBEDDED IN THE DUJIANGYAN IRRIGATION SYSTEM: A DESCRIPTIVE - INTERPRETIVE ANALYSIS TO DESIGN STEM COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {764-779},
	abstract = {STEM (science, technology, engineering, and mathematics) education is recognized as the world{\textquoteright}s top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world.},
	keywords = {cultural-historical activity theory, Dujiangyan, hydraulic engineering, interdisciplinary knowledge, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.764},
	url = {http://oaji.net/articles/2020/987-1602524734.pdf},
	author = {Jon-Chao Hong and Jian-Hong Ye and Ya-Jiuan Ho and Ya-Jun Wang}
}
@article {845,
	title = {STUDENTS{\textquoteright} ABILITY TO WORK WITH GRAPHS IN PHYSICS STUDIES RELATED TO THREE TYPICAL STUDENT GROUPS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {298-316},
	abstract = {Graphs are often used to represent mathematical functions, to illustrate data from social and natural sciences, or to specify scientific theories. With increasing emphasis on the development of scientific research skills, the work with graphs and data interpretation are gaining in importance. The research involved an eye-tracking experiment conducted to evaluate student work with graphs in physics. Eye-movement data were recorded using the GazePoint eye-tracker. A total of 40 third-year grammar school students participated in the research. These students were allocated into three groups by a physics teacher. These groups were called PLUS, AVERAGE and MINUS. The PLUS group showed excellent results in education and included gifted physics students. The MINUS group was composed of the opposite end of this cognitive spectrum, whose members made the most mistakes in graph reading. The aim of the experiment was to find the differences between students allocated to these three groups and to evaluate whether the allocation based on the teacher{\textquoteright}s experience, long-term observations and the students{\textquoteright} previous achievements was sufficient. The results showed that students from all three groups had problems with reading graphs in physics. According to the eye-movement data, several students who had been incorrectly assigned to groups were identified. },
	keywords = {education in physics, experimental study, eye-tracking, gifted children, graph},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.298},
	url = {http://oaji.net/articles/2020/987-1586941849.pdf},
	author = {Jana Skrabankova and Stanislav Popelka and Marketa Beitlova}
}
@article {821,
	title = {THE TEACHER{\textquoteright}S ROLE IN THE BATTLE OF THE INTELLIGENT MACHINES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {For most educators, grading and marking assignments are not high on their wish lists for their teaching routines. In the context of learning, the same can be said for their students, where examinations are associated with feelings such as insecurity, anxiety, fear, and stress. For diverse reasons, such as allowing students to self-assess their knowledge or providing homework, many teachers who are more advanced in the application of ICT, are already putting quizzes and tests online. Nowadays, such tests are in most cases delivered and assessed automatically, with an automatic system. Often, such basic systems provide feedback to the students if an answer is correct and a summary of the outcome. So far, so good ˗ after testing, students know what they still have to learn and what they have already learned. Equally, teachers get the same information about the students. In this way, a teacher{\textquoteright}s time can be spent on better purpose. However, the drawback is that tests are uniform in the format of the templates provided by the system, the philosophy of test construction and the grading by their developers. Additionally, if not controlled, such tests can even be answered by people other than the target students.},
	keywords = {Artificial Intelligence, intelligent systems, interactive tools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.04},
	url = {http://oaji.net/articles/2020/987-1581269250.pdf},
	author = {Andrej {\v S}orgo}
}
@article {879,
	title = {TEACHERS{\textquoteright} PERCEPTIONS OF USING THE BLENDED LEARNING APPROACH FOR STEM-RELATED SUBJECTS WITHIN THE FOURTH INDUSTRIAL REVOLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {583-593},
	abstract = {Globally, as society enters the Fourth Industrial Revolution, we require a transformation in pedagogy. Science, Technology, Engineering and Mathematics (STEM) related subjects are vital to succeeding within the Fourth Industrial Revolution. To provide quality STEM education, teachers{\textquoteright} perceptions related to the teaching and learning of STEM-related subjects is essential to understand. This qualitative research took place at one university in KwaZulu-Natal, South Africa and explored teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects. Wenger{\textquoteright}s Communities of Practice Theory framed this research. Data were generated from workshops and semi-structured interviews. The results of this research indicated that blended learning is impeded by the lack of technology-based tools; is hampered by teacher professional development; offered the use of virtual hours for consultation and feedback and increased engagement and collaboration within STEM-related milieus. These results provide a glimpse of what teachers perceive regarding the use of blended learning for secondary school mathematics and technology. Globally, these results have relevance when considering the importance of teachers{\textquoteright} perceptions of using blended learning for STEM-related subjects, as society embraces the Fourth Industrial Revolution.},
	keywords = {blended learning, communities, fourth industrial revolution, mathematics teaching, practice, qualitative, STEM teachers, STEM-related subjects, technology teaching, technology-enabled learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.583},
	url = {http://oaji.net/articles/2020/987-1597214386.pdf},
	author = {Jayaluxmi Naidoo and Asheena Singh-Pillay}
}
@article {912,
	title = {TEACHING MECHANICAL WAVES BY INQUIRY-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {875-892},
	abstract = {In this research, the teaching of mechanical waves was realized with inquiry-based learning; the aim was to determine the changes in students{\textquoteright} conceptual understanding of spring, water, and sound waves. It was designed as action research. The study group comprised 58 upper-secondary school students enrolled in 10th grade at an Anatolian upper-secondary school in Turkey. Data collection tools used in the research were the form for conceptual understanding of mechanical waves, semi-structured interviews, video recordings and photographs, student journals, and hand-made materials. Moreover, researchers designed an action plan that was composed of activities on spring, water, and sound waves. Descriptive and conceptual content analyses were utilized in data analysis. At the end of the research, it was determined that there was a change in students{\textquoteright} conceptual understanding of spring, water, and sound waves. Moreover, it was determined that teaching based on inquiry-based learning contributed positively to students{\textquoteright} learning. In this respect, it is thought that such applications should become widespread. There should be online training for lecturers which in return would contribute to students{\textquoteright} learning.},
	keywords = {5E learning model, action research, inquiry-based learning approach, mechanical waves, upper-secondary students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.875},
	url = {http://oaji.net/articles/2020/987-1606572281.pdf},
	author = {Sevim Bezen and Celal Bayrak}
}
@article {980,
	title = {THROUGH THE COVID-19 LOOKING GLASS: COPING SKILLS FOR STEM EDUCATORS IN THE TIME OF A PANDEMIC AND BEYOND},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1068-1077},
	abstract = {The 2020 pandemic led to the immediate lockdown of schools and universities worldwide with far-reaching implications for educators and learners. Individual stories of lockdown and isolation are documented using direct quotations from discussion forums, emails, live chats, and structured journal entries from the Blackboard learning management system.  A {\textquoteleft}qualitative sense{\textquoteright} of a common narrative of turmoil and success within this {\textquoteleft}new [ab] normal{\textquoteright} is established. Educators{\textquoteright} contrasting accounts of uncertainty and hope are highlighted. The notion of anticipatory anxiety as a result of social lockdown restrictions is covered in terms of its impact on mental health and wellbeing, with special reference to the neuroscience that underpins this phenomenon. Strategies for the management of stress-related autonomic nervous system activation, as well as for building resilience and coping skills in classrooms, are highlighted, along with the need to address issues of cognitive dissonance and fatigue caused by increased online/blended teaching demands during uncertain times. The online format was found to be potentially impersonal and cold without the essential {\textquoteleft}human factor{\textquoteright}. Despite technology in education there has to be human and social interaction, as well as support online. The most benefit was derived from live sessions and social interaction.},
	keywords = {coping strategies, mental health, progressive education, psycho-social issues, well-being},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1068},
	url = {http://oaji.net/articles/2021/987-1613414435.pdf},
	author = {Geoffrey Lautenbach and Nardia Randell}
}
@article {850,
	title = {THE TRANSFORMATION OF "ARTIFICIAL" SCIENCE INTO ARTIFICIAL INTELLIGENCE: 50 YEARS LATER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {340-343},
	abstract = {For years, experts have warned against the unanticipated effects of general artificial intelligence (AI) on society. Ray Kurzweil (1998, 2005) predicts that by 2029 intelligent machines will be able to outsmart human beings. Stephen Hawking argues that {\textquotedblleft}once humans develop full AI; it will take off on its own and redesign itself at an ever-increasing rate{\textquotedblright}. Elon Musk warns that AI may constitute a {\textquotedblleft}fundamental risk to the existence of human civilization{\textquotedblright}. If the problems of incorporating AI in manufacture and service operations, i.e. using smart machines, are smaller, as the {\textquoteleft}faults{\textquoteright} can be recognized relatively quickly and they do not have a drastic effect on society, then the incorporation of AI in society and especially in the educational process is an extremely risky business that requires a thorough consideration. The consequences of mistakes in this endeavour could be catastrophic and long-term, as the results can be seen only after many years.},
	keywords = {general artificial intelligence, intelligent systems, machine morality, robotic laws},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.340},
	url = {http://oaji.net/articles/2020/987-1591087387.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {877,
	title = {TRENDS AND FOUNDATIONS IN RESEARCH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN SCIENCE EDUCATION:  A METHOD BASED ON THE STRUCTURAL TOPIC MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {551-568},
	abstract = {This study aims to reveal the trends and foundations in research on students{\textquoteright} conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students{\textquoteright} conceptual understanding between 1980{\textendash}1999 and 2000{\textendash}2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students{\textquoteright} conceptual understanding; b) the research on the development (or pathways) of students{\textquoteright} scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students{\textquoteright} conceptual understanding as the research foundation. },
	keywords = {Conceptual Understanding, journal publication, structural topic model, text mining},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.551},
	url = {http://oaji.net/articles/2020/987-1597214269.pdf},
	author = {Shuaishuai Mi and Shanshan Lu and Hualin Bi}
}
@article {920,
	title = {UNDERSTANDING PRE-SERVICE TEACHER CONCEPTUAL KNOWLEDGE OF HUMAN NUTRITION PROCESSES THROUGH DRAWINGS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {1008-1019},
	abstract = {Teachers{\textquoteright} subject matter knowledge is a substantive component of the teaching-learning process. For a teacher to be able to transform and integrate into the classroom all the knowledge and experience they have acquired in the course of the professional activity, it is first necessary to acquire a deep and solid knowledge of the matter. The aim of the research was to analyse the understanding that pre-service teachers have about the physiology and anatomy of the human body. The alternative conceptions that pre-service teachers held about the nutritional function in living beings were also explored. The research was conducted on a biology course of the Primary Education Bachelor{\textquoteright}s Degree during the 2018/2019 academic year. Drawings and open-ended questions were collected from 96 pre-service teachers. The results reveal that the students surveyed have limited knowledge of the subject before entering university. The use of drawing proved to be an excellent tool for detecting previous conceptions and evaluating the progression made by the students in their learning. Numerous alternative conceptions were identified among the students, thus demonstrating the need to think about the scientific methodology used to teach these contents.},
	keywords = {alternative conceptions, human body, human nutrition, pre-service teacher{\textquoteright}s drawings, subject matter knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.1008 },
	url = {http://oaji.net/articles/2020/987-1606572998.pdf},
	author = {Reinoso Tapia, R. and Jaime Delgado-Iglesias}
}
@article {875,
	title = {UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} APPROACHES TO SCIENCE EXPERIMENTS IN AN EXAMINATION DRIVEN CURRICULUM CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {523-535},
	abstract = {This research explored upper-secondary school students{\textquoteright} approaches when they engage in planning and conducting science experiments. Approaches to science experiments are important because they provide insight into students{\textquoteright} scientific reasoning and their enactment of scientific methods. An explanatory mixed-methods design was employed to determine and explain students{\textquoteright} approaches to science experiments. Data were generated by administering a 15-item Approaches to Science Experiments Questionnaire (ASEQ) on 211 participants and interviewing a smaller sample of 33. The linear approach was predominant while the divergent approach was least adopted by the participants. The teaching-learning context, substantive and procedural knowledge lead to specific approaches and the emergence of subcategories of the three broad approaches. Capable students engaged in a self-directed iterative approach while external help resulted in an assisted iterative approach. Rigid and contrived linear approaches were a result of time constraints, substantive and procedural shortcomings. Scattergun and blanking divergent approaches emerged from extreme weaknesses in substantive and procedural knowledge. Assessing practical skills through long-term projects is recommended to focus more on developing students{\textquoteright} scientific reasoning and process skills. Research with the ASEQ in other teaching-learning cultures, observing students in action and analysing their write-ups could provide deeper insights into approaches to science experiments.},
	keywords = {divergent approach, iterative approach, linear approach, mixed methods, science experiments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.523},
	url = {http://oaji.net/articles/2020/987-1597214143.pdf},
	author = {Tamirirofa Chirikure}
}
@article {826,
	title = {VALIDATION OF THE PROCEDURE FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-75},
	abstract = {The main problem in students{\textquoteright} lower achievement lies in the cognitive complexity of the problem. The aim of this research was to create and validate the procedure for the assessment of the cognitive complexity of chemical technology problem tasks. The procedure included the creation of Tables for assessing the difficulty of concepts in chemical technology problems and their interactivity, assessment of the numerical rating of cognitive complexity of the analyzed tasks, and conducting of research. Research included 50 students. Data were collected with the test of knowledge which was used for the assessment of students{\textasciiacute} achievements and invested mental effort. The validity of this procedure was confirmed by a series of correlation analyses where statistically significant values of correlation coefficients were obtained among the examined variables: students{\textquoteright} achievements, invested mental effort and cognitive complexity. The largest contribution of this procedure is that it is designed to show an objective value of the cognitive complexity of tasks in the domain of chemical technology. Good estimation of the numerical values of cognitive complexity can help teachers to better predict students{\textquoteright} achievement, and at the same time to take care to avoid cognitive load.},
	keywords = {chemical technology, cognitive complexity, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.64},
	url = {http://oaji.net/articles/2020/987-1581269646.pdf},
	author = {Sa{\v s}a A. Horvat and Tamara N. Ron{\v c}evi{\'c} and Dragana Z. Arsenovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Mirjana D. Segedinac}
}
@article {910,
	title = {THE WAYS THE THEORY OF PHYSICS EDUCATION CAN EVOLVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {860-863},
	abstract = {Theory of physics education, as well as our Journal of Baltic Science Education, made a significant step over the last 20 years. Twenty years ago, formal physics education had a one-and-a-half century of development; JBSE was just an idea to be turned into the 1st issue in 2002. In this article, I would like to mention some of the great steps physics education made in the last decades and some open questions for the nearest future. I would like to apologize to the readers from the field of biology, chemistry or primary science education - unlike in my previous articles in this Journal (Demkanin, 2013; Demkanin, 2018), here I focus on physics education.},
	keywords = {digital technologies, physics education, science education, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.860},
	url = {http://oaji.net/articles/2020/987-1606572136.pdf},
	author = {Peter Demkanin}
}
@article {874,
	title = {WHO IS AND SHOULD BE A SCIENCE TEACHER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	chapter = {520-522},
	abstract = {Who is and should be a Science teacher like? This seemingly multiple-time answered ques-tion, however, has not been clearly answered yet; moreover, in this case, a multi-alternative an-swer is required. 
Ideas of an optimal characteristic of Science teacher should be defined in context of their main activity. Two alternatives are under the focus; the apparent discrepancy which has been solved in some legal documents, and the state which is frequently not unambiguous in practice. 
},
	keywords = {general education, personal development, science teacher, teaching qualification},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.520},
	url = {http://oaji.net/articles/2020/987-1597214072.pdf},
	author = {Martin B{\'\i}lek}
}
@article {785,
	title = {ACHIEVEMENT AND GENDER EFFECTS ON 5TH GRADER{\textquoteright}S ACQUISITION OF SCIENCE PROCESS SKILLS IN A SOCIOECONOMICALLY DISADVANTAGED NEIGHBORHOOD},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {607-619},
	abstract = {Science process skills (SPSs) play a significant role in science education. This research aimed to determine the acquisition level of 5th-grade students in SPSs with classroom activities. The research was a case study, and the data were collected by focus group interviews, document analysis, and observations. The sample of the research was six students from the fifth grade selected based on maximum variation sampling. Science process skills focused worksheets, focus group interview schedule, and observation forms were used as data collection tools. As a result, it was found out that the students were at the average or above the average level in observing, predicting, measuring, comparing and classifying skills; and they were at below the average level in inferring, organizing data, identifying and using experimental materials, processing data and formulating models, controlling variables, experimenting, interpreting and inferring. Also, it was determined that students with high academic achievement have more acquisition in SPSs. Besides, it was found out that the development of SPSs is gender neutral, it depends on the number of activities that are made in the classroom and what is the role of the students in these activities. },
	keywords = {gender in science process skills, lower secondary school, Science Achievement, science activities, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.607},
	url = {http://oaji.net/articles/2019/987-1564686680.pdf},
	author = {Yakup Saban and B{\"u}lent Aydo{\u g}du and R{\i}dvan Elmas}
}
@article {775,
	title = {ADOPTING IDEAS FROM CURRENT NORDIC TEACHER EDUCATION STRATEGIES TO INITIAL SCIENCE TEACHER EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {488-489},
	abstract = {A key goal of initial teacher education in all countries is to educate quality teachers through a quality post-secondary programme and then support them in their careers through professional learning. However, there are different definitions and interpretations of a quality teacher or a quality teacher education programme. Several terms are used to describe a quality teacher, such as professional, effective, competent, expert, or ideal (Stronge \& Hindman, 2003; Goel, Bell, \& Little, 2008). Furthermore, the definition of a quality teacher changes continuously and follows the current trends of society and working life. Consequently, national-level teacher education strategies and teacher education programmes are continuously improved. In the Nordic region, all countries have been developing initial teacher education at the national and institutional levels over the last five years. In this editorial, I will briefly analyse the aims of new Finnish, Norwegian, and Swedish national-level teacher education strategies. Then I will briefly discuss how we can improve science teacher education according to the new strategies.},
	keywords = {post-secondary programme, professional learning, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.488 },
	url = {http://oaji.net/articles/2019/987-1564685609.pdf},
	author = {Jari Lavonen}
}
@article {731,
	title = {AGRICULTURAL STUDENTS{\textquoteright} KNOWLEDGE OF PHOTOSYNTHESIS AND THE CONTEXTUAL FACTORS THAT INFLUENCE IT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {This research aimed to assess the knowledge of photosynthesis among students in agricultural education and understand the influence of the contextual factors on it. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. The research sample consisted of 330 students in agricultural education in Slovenia. Data were collected with a knowledge test and a contextual questionnaire. Better knowledge of photosynthesis was positively related with higher awareness of the importance of biology as a science and of photosynthesis. There was no significant relation between the knowledge of photosynthesis and positive attitudes toward biology lessons. The average achievement on the knowledge test of photosynthesis was 56\%: the highest on the item about energy and the lowest on the item about the primary purpose of photosynthesis. Between these two achievements was the knowledge of reactants and products in photosynthesis, and the knowledge concerning chlorophyll. Considering these results, improvements should be made in teaching. For this population, more experimental and less theory-based lessons were suggested. The findings could benefit biology and science teachers in agricultural education and help improve national curriculum for biology in agricultural programmes.},
	keywords = {agricultural education, biology education, contextual factors in education, knowledge of photosynthesis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.06},
	url = {http://oaji.net/articles/2019/987-1550082600.pdf},
	author = {Katja Gobec and Jelka Strgar}
}
@article {815,
	title = {AN ANALYSIS OF THE HIGH SCHOOL STUDENTS{\textquoteright} ABILITIES TO READ REALISTIC, CONVENTIONAL, AND HYBRID IMAGES IN GENERAL CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {943-954},
	abstract = {This research considered students{\textquoteright} abilities to read images about dispersed systems, taken from the chemistry textbook. 103 high school students (37 males, 63 females, and 3 unknown) from the school {\textquotedblleft}Svetozar Markovi{\'c}{\textquotedblleft} in Novi Sad, Republic of Serbia, were included as the research participants. Students{\textquoteright} abilities to suggest the titles of the realistic, conventional, and hybrid textbook images about dispersed systems, as well as their written interpretations of images contents, were examined. The collected data were analysed qualitatively, and information about students{\textquoteright} conceptual understandings and misunderstandings about selected chemistry topic was provided. Identified misunderstandings, some of which are the contribution of this research, gave significant results. Additionally, it was concluded that the majority of students{\textquoteright} difficulties were related to reading realistic textbook images. Students relied on what they literally saw in the photography without making proper connections with chemical contents about dispersed systems. The findings of the present research could be helpful for science teachers and educators, interested in how and why students use textbook images to learn science concepts. They will also alert authors and textbook illustrators to pay more attention to the selection of appropriate textbook images.},
	keywords = {general chemistry, image types, reading images, textbook images, visual representations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.943},
	url = {http://oaji.net/articles/2019/987-1576226371.pdf},
	author = {Tamara N. Ron{\v c}evi{\'c} and {\v Z}eljka {\DJ}. {\'C}uk and Du{\v s}ica D. Rodi{\'c} and Mirjana D. Segedinac and Sa{\v s}a A. Horvat}
}
@article {798,
	title = {BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {732-747},
	abstract = {In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to  pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers{\textquoteright} teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST.},
	keywords = {bibliometric analyses, science teacher research, Web of Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.732},
	url = {http://oaji.net/articles/2019/987-1571128120.pdf},
	author = {Jianqiang Ye and Dimei Chen and Lingxin Kong}
}
@article {753,
	title = {A BIOENERGY COMPETENCY ASSESSMENT TOOL: DEVELOPMENT AND VALIDATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {264-275},
	abstract = {This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argument-based approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale estabished through a generalized partial credit model (GPCM) seemed useful in measuring students{\textquoteright} bioenergy competency.},
	keywords = {competency assessment, item response theory, K-12 education, validity evidence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.264},
	url = {http://oaji.net/articles/2019/987-1554359811.pdf},
	author = {Tingxuan Li and Kari L. Clase and Weiling Li and Anne Traynor}
}
@article {806,
	title = {THE CALCULATIONS OF AREAS AND VOLUMES USING THE METHOD OF ARCHIMEDES: SOME DIDACTIC CONSIDERATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {812-815},
	abstract = {An interdisciplinary approach to education is nowadays considered an important aspect to improve the critical skills of the learners so that they can guess how several aspects of the human knowledge are interconnected. A key aspect of interdisciplinary education is represented by the use of the history of a certain subject within the teaching of the subject itself. This is particularly conspicuous in science education. For, the appropriate and not superficial introduction of historical elements within science education allows the pupils to discover the human aspects of science, the problems behind the creation and development of many concepts, which are often presented only in a formal manner. As a matter of fact, after having grasped that some problems are difficult and after having understood and appreciated the efforts that in the course of history the scientists have carried out to solve such problems, the learners will accept the necessity of a formalization and will not consider such a formalization as a sort of abstract doctrine imposed by the teachers for unspecified reasons. Furthermore, history of science has profound relations with history, mathematics, science, philosophy, physique and technique, so that it is a typical interdisciplinary subject which can be exploited in an educative context.},
	keywords = {interdisciplinary approach, interdisciplinary education, science education, science history},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.812},
	url = {http://oaji.net/articles/2019/987-1576224811.pdf},
	author = {Paolo   Bussotti}
}
@article {744,
	title = {THE CONCEPT OF FORM IN GEOMETRY: SOME CONSIDERATIONS CONCERNING SCIENCE AND MATHEMATICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {152-157},
	abstract = {The concept of form is one of the most intuitive within our experience. When we say that two objects of different dimensions have or do not have the same form there is not properly a reflexion behind this claim. Rather, it is, at all appearances, based on our visual faculties, which is perfectly in order in the context of our daily life. This intuitive and visual notion of form is suitable to the necessities of our practical, or also esthetical, experience. However, on second thought, things are not so easy: suppose that I look at an object and I find that it is circular. I claim, hence, that it is a circle and my statement is correct. Another person looks at this object from another point of view and sees that this object is an ellipsis or a hyperbola or a parabola. He is not wrong. This person is not the prey of a dream or of a hallucination. He is observing the world from another point of view, or as usually told in mathematics and physics, from another reference frame. },
	keywords = {Euclidean geometry, Euclidean propositions, mathematics education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.152},
	url = {http://oaji.net/articles/2019/987-1554359213.pdf},
	author = {Paolo   Bussotti}
}
@article {756,
	title = {CONCEPTUAL DIFFICULTIES PRE-SERVICE PRIMARY TEACHERS HAVE WITH STATIC ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-313},
	abstract = {Static electricity is the introductory chapter to electricity in all high school and university Physics textbooks. The interpretations of static electricity phenomena are not obvious, even in higher education. This research was conducted to identify the major difficulties which pre-service primary teachers encounter in explaining static electricity. They conducted electrostatic experiments focused on different types of electricity, in the context of an Introductory Physics Laboratory Course.  The data were collected through the reports they wrote at the end of the course. The qualitative content analysis method was used in order to analyze the data. The sample, which was a convenient one, consisted of 200 pre-service primary teachers, 170 females and 30 males. The analysis showed that pre-service primary teachers have considerable difficulty conceptualizing the microscopic processes {\textendash} more specifically, charging by induction {\textendash} that explain these phenomena. The different roles electrons play in conductors and insulators seemed to pose difficulties for pre-service primary teachers. The findings implied an emphasis on microscopic models during macroscopic experimental processes. This could help pre-service primary teachers to understand the role of electrons in conductors and insulators and the different mechanisms involved in different types of charging.  },
	keywords = {conceptual difficulties, content analysis, static electricity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.300},
	url = {http://oaji.net/articles/2019/987-1554360030.pdf},
	author = {Constantina G. Stefanidou and Konstantina D. Tsalapati and Anastasia M. Ferentinou and Constantine D. Skordoulis}
}
@article {805,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {811},
	abstract = {Contents, Vol. 18, No. 6, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1576224730.pdf},
	author = {Editorial Board}
}
@article {790,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {651},
	abstract = {CONTENTS, JBSE, Vol. 18, No. 5, 2019},
	url = {http://oaji.net/articles/2019/987-1571123781.pdf},
	author = {Editorial Board}
}
@article {759,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {319},
	abstract = {Contents, JBSE, Vol. 18, No. 3, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1559371746.pdf},
	author = {Editorial Board}
}
@article {743,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {151},
	abstract = {Contents, JBSE, Vol. 18, No. 2, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1554359065.pdf},
	author = {Editorial Board}
}
@article {774,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {487},
	abstract = {Contents, JBSE, Vol. 18, No. 4, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1564685181.pdf},
	author = {Editorial Board}
}
@article {729,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 18, No. 1, JBSE, 2019},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1550082420.pdf},
	author = {Editorial Board}
}
@article {786,
	title = {COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-633},
	abstract = {The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers{\textquoteright} awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants{\textquoteright} lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.},
	keywords = {cooperative planning, interdisciplinary lesson, pre-service chemistry teachers, pre-service geography teachers, relevant science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.620},
	url = {http://oaji.net/articles/2019/987-1564686761.pdf},
	author = {Dragica D. Trivic and Milanka D{\v z}inovi{\'c} and Vesna D. Milanovic and Ljiljana {\v Z}ivkovi{\'c}}
}
@article {810,
	title = {THE CORRELATION BETWEEN RENEWABLE ENERGY KNOWLEDGE AND ATTITUDE: A STRUCTURAL EQUATION MODEL WITH FUTURE{\textquoteright}S EDUCATORS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/219},
	pages = {Continuous},
	type = {Original article},
	chapter = {866-879},
	abstract = {It is important to create positive attitudes and enough knowledge for preservice science teachers about renewable energy for future. The aim of this research was to show the correlation between renewable energy knowledge and sub-dimensions of attitude towards renewable energy with Structural Equation Modeling (SEM). The research was conducted by the analysis of 1145 pre-service teachers{\textquoteright} answers to questionnaires data using SEM. Two questionnaires used for data collection which first was renewable energy knowledge scale that Cronbach{\textquoteright}s alpha was .82 and the second was renewable energy attitude scale that Cronbach{\textquoteright}s alpha was .87.  Initially, Kaiser-Meyer-Olkin and Bartlett{\textquoteright}s tests were done with SPSS to test appropriateness of subdimensions to factor analysis. Exploratory factor analysis was done for the subdimensions that were seen to be suitable for factor analysis and then structural model was tested with LISREL. At the end of the SEM test, it was found that there are positive relations between renewable energy knowledge of preservice teachers and their attitudes towards renewable energy. The more knowledge and attitudes about renewable energy can be improved, the more positive attitudes and behaviors will be provided to individuals and the efficient use of renewable energy types will be realized.},
	keywords = {attitude towards renewable energy, Preservice Science Teachers, renewable energy knowledge, structural equation modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.866},
	url = {http://oaji.net/articles/2019/987-1576225982.pdf},
	author = {Murat Gen{\c c} and Mustafa Akilli}
}
@article {789,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {650-651},
	abstract = {Cover page, JBSE, Vol. 18, No. 5, 2019
},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1571123747.pdf},
	author = {Editorial Board}
}
@article {773,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {485-486},
	abstract = {Cover page, JBSE, Vol. 18, No. 4, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1564685112.pdf},
	author = {Editorial Board}
}
@article {804,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {809},
	abstract = {Cover, JBSE, Vol. 18, No. 6, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1576224686.pdf},
	author = {Editorial Board}
}
@article {728,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 18, No. 1, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1550082383.pdf},
	author = {Editorial Board}
}
@article {758,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {317-318},
	abstract = {Cover page, JBSE, Vol. 18, No. 3, 2019},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1559371690.pdf},
	author = {Editorial Board}
}
@article {742,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {149-150},
	abstract = {Cover page, JBSE, Vol. 18, No. 2, 2019},
	keywords = {cover page, JBSE},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1554359026.pdf},
	author = {Editorial Board}
}
@article {735,
	title = {DEVELOPMENT AND VALIDATION OF A SURVEY INSTRUMENT (AKA) TOWARDS ATTITUDE, KNOWLEDGE AND APPLICATION OF STEM},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {63-76},
	abstract = {The development and deployment of STEM education in every continent and country are different. An instrument to access the current situation of the application, knowledge, as well as attitude towards STEM education, is necessary. This research aimed to design and develop a valid instrument that can be used to assure the quantitative degree of attitude, knowledge, and application of STEM (AKA) by science teachers. Research data were collected from 137 Indonesian secondary school science teachers. In order to determine the validity of the scale, reliability test, exploratory factor analysis (EFA), as well as the content and face validity from experts were used. Results showed that the designed and developed AKA instrument was adequate to reliabilities and validities as well as can be used to collect data. The development of AKA instrument enables users worldwide to obtain information about the development of STEM as well as the problems and challenges faced by science teachers in the field. Further work is also suggested.},
	keywords = {SCIENCE teachers, STEM education, survey instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.63},
	url = {http://oaji.net/articles/2019/987-1550082883.pdf},
	author = {Bevo Wahono and Chun-Yen Chang}
}
@article {781,
	title = {DEVELOPMENT OF AN INSTRUMENT TO MEASURE PRESCHOOL TEACHERS{\textasciiacute} BELIEFS IN INQUIRY-BASED ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-568},
	abstract = {Professional beliefs is an important factor that influences activities that preschool teachers organize and manage in the classroom. In order to determine how strong these beliefs are, valid and reliable instruments must be at disposal. This research aimed to develop and validate DPBA, an instrument designed to measure teachers{\textasciiacute} beliefs toward the use of inquiry-based activities in preschool classes. A sample of 1,004 Czech preschool teachers was used to obtain the validation data. From the initial set of 40 items, a final version of DPBA with 22 items was created in a series of analyses. Principal component and maximum likelihood methods with Varimax rotation were used to extract an appropriate scale structure. DPBA is composed of three subscales, Benefits (12 items), Teacher competence (6 items) and Concerns (4 items), which have reliabilities of .906; .847 and .729, respectively. The overall reliability of the instrument is .883. Consistently high reliability coefficients were obtained in subsamples of respondents of varied years of practice and education, thus verifying a solid internal consistency of the instrument. Confirmatory factor analysis proved a theoretical model with the three subscales with adequate model fit indices. Overall, DPBA possesses sound psychometric properties when used with Czech preschool teachers. },
	keywords = {inquiry-based activities, instrument development, preschool teacher, Teacher beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.558},
	url = {http://oaji.net/articles/2019/987-1564686270.pdf},
	author = {Peter Gavora and Adriana Wiegerov{\'a}}
}
@article {816,
	title = {DEVELOPMENT OF ESTONIAN UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} BIOLOGICAL CONCEPTUAL UNDERSTANDING AND COMPETENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {955-970},
	abstract = {The main aim of this research was to measure 10th and 12th grade students{\textquoteright} biological conceptual understanding and competences through their upper secondary school studies. Data collection started at the beginning of the upper secondary school biology studies in the 10th grade. The same students participated in this research when they were in the 12th grade. A validated instrument of covering four competences: biological conceptual understanding, problem-solving, critical thinking and divergent thinking was used. Overall, this research was meant to evaluate students{\textquoteright} conceptual understanding and cognitive skills (problem-solving, critical thinking, divergent thinking) through the socio-scientific issue of lactose intolerance. The sample of students was formed from 42 representatively chosen Estonian schools of grade 10 (N=967) and grade 12 (N=802). The development conceptual understanding and competences of students{\textquoteright} during three upper secondary school years of biology studies were discussed. The main results showed that during three years of schooling the students exhibited a statistically significant increase in the tasks, that measured students{\textquoteright} biological understanding and cognitive skills. The results showed that the students achieved lower scores in tasks that measured their decision-making and socio-scientific reasoning skills.},
	keywords = {achievement levels, biology education, competences development, Conceptual Understanding, empirical research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.955},
	url = {http://oaji.net/articles/2019/987-1576226435.pdf},
	author = {Helin Semilarski and Anne Laius and Miia Rannikm{\"a}e}
}
@article {793,
	title = {DICHOTOMOUS KEYS IN THE BOTANICAL LEARNING OF NON-VISUAL (BLIND) PEOPLE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {668-680},
	abstract = {Recently, the research about innovative approaches in the education of blind (non-visual- NV) students has intensified; however the use  of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital version- DDK and a printed version- DPK), to the botanical education of NV students. The research included 100 students, with an average age of 24, divided into 2 groups. Group E1 determined the plants using the DDK while in Group E2 plants were identified using the DPK. The DDK contributed more than the DPK in helping the NV participants to acquire the quality and durability knowledge they need to identify different plant groups (woody, bushy and herbaceous plants). The NV has the greatest success in the identification of woody plants, and the least success in the identification of herbaceous plants. The members of both groups (E1, E2) had possitive opinion about the contribution of the applicable dichotomous key to their knowledge, the activities in it. Due to this fact, both versions of DKs are recommended as new assistive tools in the botanical education of NV students.},
	keywords = {botanical education, dichotomous keys, non-visual people, plants identification, quasi-experimental design},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.668},
	url = {http://oaji.net/articles/2019/987-1571126876.pdf},
	author = {Branko Andji{\'c} and Stanko Cvijeti{\'c}anin and Simon Hayhoe and Rade Gruji{\v c}i{\'c} and Danijela Ste{\v s}evi{\'c}}
}
@article {762,
	title = {THE EFFECT OF COMPUTER-AIDED 3D MODELING ACTIVITIES ON PRE-SERVICE TEACHERS{\textquoteright} SPATIAL ABILITIES AND ATTITUDES TOWARDS 3D MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {335-348},
	abstract = {The computer-aided 3D modelling which is one of the innovative technologies can offer great opportunities to improve students{\textquoteright} skills. The aim of this research was to examine the effects of computer-aided 3D modeling activities on pre-service teachers{\textquoteright} spatial abilities and attitudes towards 3D modeling and the relevant course. The study group of the research was composed of 55 pre-service IT teachers at a state university in Turkey. The research was carried out in quasi-experimental design based on pre-post test model. The experimental research was carried out with the experimental group for 14 weeks. During the 3D modeling learning/teaching process, a five-stage education framework based on problem-based and project-based learning approaches was used. "Purdue Visualization of Rotations Test" and "Attitude Scale towards 3D Modeling and 3D Modeling Course" were used as data collection tools in the research. As a result, it was found out that computer-aided 3D modeling activities improved the spatial abilities of pre-service teachers also increased their attitudes towards 3D modeling and the course. It was concluded that the education of computer-aided three-dimensional modeling offers important opportunities to improve spatial abilities.},
	keywords = {3D modeling, 3D modeling attitude, 3D modeling education, pre-service teachers, spatial ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.335},
	url = {http://oaji.net/articles/2019/987-1559372061.pdf},
	author = {Ali Ihsan Benzer and Bunyamin Yildiz}
}
@article {761,
	title = {THE EFFECT OF EARTHCOMM LEARNING MODEL AND SPATIAL THINKING ABILITY ON GEOGRAPHY LEARNING OUTCOMES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {323-334},
	abstract = {Geography learning is meaningless if it is not followed by the development of students{\textquoteright} spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes.  Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students{\textquoteright} geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. },
	keywords = {Earthcomm learning model, geography learning, geography learning outcome, quasi experimental, spatial thinking ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.323},
	url = {http://oaji.net/articles/2019/987-1559371993.pdf},
	author = {Muhammad Aliman and Budijanto and Sumarmi and I Komang Astina and Rozana Eka Putri and Muhammad Arif}
}
@article {776,
	title = {EFFECT OF IPAD USE ON SAUDI CHILDREN{\textquoteright}S CLASSIFICATION OF AND JUSTIFICATIONS REGARDING LIVING THINGS: A SOCIO-CULTURAL LEARNING PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {490-506},
	abstract = {This semi-empirical research utilises a structured interview interview approach to explore  Saudi children{\textquoteright}s ideas about living things and to examine the effects of iPad use based on a socio-cultural perspective involving group work and discussion. The sample comprised 40 grade 1 children; 20 were empirically taught using iPads according to a socio-cultural perspective, and 20 were taught in the traditional teaching style. The structured interview approach in which children classified 21 cards (7 animals, 7 plants, and 7 artefacts) as living or nonliving things. The results indicated that children had varied misconceptions regarding the classification of and justifications about living things, especially regarding plants. The use of iPads according to a socio-cultural perspective had a positive effect on children{\textquoteright}s knowledge development. Children in the iPad group performed better in categorising different types of animals and plants and in justifying their views. },
	keywords = {biological justifications, iPad, living things, primary school students, socio-cultural perspective},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.490},
	url = {http://oaji.net/articles/2019/987-1564685709.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {755,
	title = {THE EFFECT OF LOWER-SECONDARY CHEMISTRY EDUCATION: STUDENTS{\textquoteright} UNDERSTANDING TO THE NATURE OF CHEMISTRY AND THEIR ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {286-299},
	abstract = {This research follows the previous study examining the effect of chemistry education on students{\textquoteright} perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics{\textquoteright} importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students{\textquoteright}s conception of chemistry and its subject matter.},
	keywords = {chemistry education, education effectiveness, interest in science, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.286},
	url = {http://oaji.net/articles/2019/987-1554359947.pdf},
	author = {Martin Rusek and Vlastimil Chytr{\'y} and Linda Honskusov{\'a}}
}
@article {777,
	title = {EFFECT OF THE STEM ACTIVITIES RELATED TO WORK-ENERGY TOPICS ON ACADEMIC ACHIEVEMENT AND PROSPECTIVE TEACHERS{\textquoteright} OPINIONS ON STEM ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {507-518},
	abstract = {In this research, the effects of STEM (Science-Technology-Mathematics-Engineering) activities on academic achievement of prospective teachers were researched, their opinions on STEM activities were sought.  The research was based on a semi-experimental model with pre-test and post-test control group. During the application phase, the topic of Work-Energy subject was taught through STEM based 5E model in the experimental group, while in the control group, the lessons were conducted using traditional teacher centred teaching. The research group is comprised of second-year students in Elementary Mathematics Education taking Physics I course at the Dokuz Eylul University in Turkey. A statistically significant difference was found in favour of the experimental group in terms of prospective teachers{\textquoteright} academic achievement. In addition, the positive opinions of the prospective teachers from the experimental group on STEM activities were that STEM activities included encouraging group work, assisting students to produce original work, enabling them to do research, and ensuring that the information learned is permanent. The negative opinions of them on STEM activities were insufficient time for the application, the dominance of some students during the group work, and difficulties with noise levels in class.  },
	keywords = {academic achievement, prospective teachers{\textquoteright} opinions, STEM activities, work-energy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.507},
	url = {http://oaji.net/articles/2019/987-1564685800.pdf},
	author = {Mert B{\"u}y{\"u}kdede and Rabia Tanel}
}
@article {764,
	title = {THE EFFECT OF THE USE OF AUGMENTED REALITY APPLICATIONS ON THE ACADEMIC SUCCESS AND MOTIVATION OF 7TH GRADE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {362-378},
	abstract = {The aim of this research was to examine the effects of the Augmented Reality (AR)-supported teaching activities on the academic success, motivation of students towards science learning and attitudes of students towards AR application, in the scope of the seventh grade science course, "Solar System and Beyond" unit. For this purpose, "Solomon Four Group Model", which controls the internal and external validity, was used. Research was conducted with 120 students in two different schools and involved two experimental and two control groups established by random method. Experimental (1) and Control (1) groups received data collection tools as pre-test and post-test, while Experimental (2) and Control (2) groups received only post-test. During the six-week research, the students were taught in the experimental groups using the {\textquoteright}Star-Tracker, Spacecraft, iSolarsystem, Space-4D{\textquoteright} mobile AR applications, while the control groups were taught with the activities envisaged in the curriculum. "Solar System and Beyond Success Test" and the "Students{\textquoteright} Motivation to Science Learning" scale, were used as data collection tools. Findings from the research showed that teaching with AR applications significantly alters the success of students and motivation towards science learning. This showed that teaching with AR applications is effective. },
	keywords = {7th grade students, Academic Success, augmented reality, solar system, Solomon four-group model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.362 },
	url = {http://oaji.net/articles/2019/987-1559372194.pdf},
	author = {Esma Bulu{\c s} Kirikkaya and Melek {\c S}ent{\"u}rk Ba{\c s}g{\"u}l}
}
@article {770,
	title = {THE EFFECT OF USERS{\textquoteright} BEHAVIORAL INTENTION ON GAMIFICATION AUGMENTED REALITY IN STEM (GAR-STEM) EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {450-465},
	abstract = {As people attach increasing importance to the learning environment and design of teaching materials in STEM, how to design teaching materials that enable students to seamlessly integrate the learning of scientific investigation, engineering design, mathematical reasoning, and technical skills has become increasingly important. The purpose of this research was to explore the behavioral intention of GAR-STEM teaching application users. The results showed that the best predictor of practicability, entertainment, and media interactivity for intention towards GAR-STEM app design was usage attitude (R2= 0.547), followed by intent to use (R2 = 0.528), practicability (R2 = 0.408), and entertainment (R2 = 0.186). The proposed model explained 52.8\% of the variance in behavioral intention. The overall findings suggested that usage attitude and intent to use may augment its function as a key factor for the procedural intention toward GAR-STEM app design.},
	keywords = {augmented reality, gamification apps, importance-performance matrix analysis, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.450 },
	url = {http://oaji.net/articles/2019/987-1559372609.pdf},
	author = {Chung-Ho Su}
}
@article {782,
	title = {EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {569-582},
	abstract = {This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students{\textquoteright} attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education.},
	keywords = {agricultural education, biology education, conceptual change, photosynthesis, plant mass},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.569},
	url = {http://oaji.net/articles/2019/987-1564686398.pdf},
	author = {Katja Gobec and Jelka Strgar}
}
@article {734,
	title = {THE EFFECTS OF INQUIRY-BASED LEARNING AND LEARNING STYLES ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN MULTIMEDIA LEARNING ENVIRONMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {51-62},
	abstract = {This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study.  There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students{\textquoteright} conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students{\textquoteright} learning styles (visual verbal) toward students conceptual understanding. },
	keywords = {Conceptual Understanding, inquiry-based learning, learning style, multimedia learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.51},
	url = {http://oaji.net/articles/2019/987-1550082814.pdf},
	author = {Dek Ngurah Laba Laksana and I Wayan Dasna and I Nyoman Sudana Degeng}
}
@article {795,
	title = {EFFECTS OF MICROTEACHING MULTIPLE-REPRESENTATION PHYSICS LESSON STUDY ON PRE-SERVICE TEACHERS{\textquoteright} CRITICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {692-707},
	abstract = {A research on the effects of the microteaching Multiple-Representation Lesson Study (MRLS) on pre-service Physics teachers{\textquoteright} critical thinking was conducted using a pre-test-post-test quasi-experimental design. Eighteen fourth year Bachelor of Secondary Education-Physical Science majors participated in the research. The experimental group employed the microteaching MRLS while the control group implemented the Traditional Instructional Planning Approach (TIPA). Data were gathered from multiple sources such as researcher-made written tests, interviews, diaries, and field notes. The Mann-Whitney U test was utilized to ascertain statistical difference between the experimental and the control group. Results revealed significant differences in the scores between the two groups in the overall critical thinking and on its sub-domains. Findings indicate beneficial effects of the microteaching MRLS in developing pre-service teachers{\textquoteright} critical thinking. },
	keywords = {Critical thinking, lesson study, multiple representations, physics education, pre-service teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.692},
	url = {http://oaji.net/articles/2019/987-1571127016.pdf},
	author = {Billy A. Danday and Sheryl Lyn C. Monterola}
}
@article {803,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {808},
	abstract = {End page, JBSE, Vol. 18, No. 5, 2019},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1571128405.pdf},
	author = {Editorial Board}
}
@article {772,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {481-484},
	abstract = {End page, Vol. 18, No. 3, JBSE, 2019},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1559372717.pdf},
	author = {Editorial Board}
}
@article {741,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {147-148},
	abstract = {End page, JBSE, Vol. 18, No. 1, 2019},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1550083219.pdf},
	author = {Editorial Board}
}
@article {788,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {646-648},
	abstract = {End page, JBSE, Vol. 18, No. 4, 2019},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1564687060.pdf},
	author = {Editorial Board}
}
@article {757,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {314-316},
	abstract = {End page, Vol. 18, No. 2, JBSE, 2019},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1554360073.pdf},
	author = {Editorial Board}
}
@article {818,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Other},
	chapter = {988},
	abstract = {End page, Vol. 18, No. 6, 2019},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2019/987-1576226571.pdf},
	author = {Editorial Board}
}
@article {750,
	title = {ENVIRONMENTAL PERCEPTION OF CLIMATE CHANGE PERCEIVED BY UNIVERSITY STUDENTS ON VEGETARIAN BEHAVIORAL INTENTION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {227-238},
	abstract = {With the rapid rise of global temperatures and the negative effects of greenhouse gases, the destruction of natural resources and unlimited development is rapidly endangering the earth. The inefficient use of meat-based agriculture has contributed to contemporary concerns about environmental degradation and global food inequality. Therefore, the research attempted to establish a theoretical model to predict and explain the effects of health risks on vegetarian behavioral intention under climate change. The research investigated the vegetarian behavioral intention of university students derived from environmental perception, environmental attitude, and health risk perception. The research involved six universities in Taiwan, with a total of about 25,000 university students. A total of 1050 replies was received from the questionnaires, were carefully revised and all items were confirmed. Structural equation modeling (SEM) and Smart PLS data analysis were used to find the applicability of the survey data and the research model. The results showed that personality traits, health risk perception, and environmental value positively influence vegetarian behavioral intention. The model facilitated the evaluation of the variables related to environmental responsibility and behavior and could serve as a reference for policy decision-makers and teaching staff in terms of sustainable education.},
	keywords = {climate change, environmental attitude, environmental perception, healthy risk perception, vegetarian diet},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.227},
	url = {http://oaji.net/articles/2019/987-1554359608.pdf},
	author = {Shyang-Chyuan Fang}
}
@article {799,
	title = {EVALUATION, VALIDATION AND MODIFICATION OF SCIENCE MOTIVATION QUESTIONNAIRE FOR UPPER SECONDARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {748-767},
	abstract = {Motivation to learn a school subject is crucial for achieving knowledge and skills and, consequently, for good academic performance in the subject. There are several approved questionnaires dedicated to assessing motivation for science and biology but none for upper secondary school Czech students. Therefore, existing Science Motivation Questionnaire was evaluated, validated and modified in order to create a Czech version of a Biology motivation questionnaire (BMQ). The original version of the questionnaire had 30 questions, arranged in the following subscales: Internal Motivation, External Motivation, Personal Relevance, Responsibility, Self-efficacy and Anxiety. Validation was based on a survey of 517 upper secondary school Czech students. Analysis of the questionnaires revealed that, although the questionnaire could be used as a whole with satisfactory Cronbach alpha values, the underlying constructs in the Czech version were different from the six ones originally suggested. Based on Exploratory Factor Analysis and Structural Equation Modelling, 14 questions retained in three constructs: a) Self{\textendash}efficacy, b) Responsibility and c) Motivation as a combination of Internal Motivation, External Motivation and Personal Relevance. This shorter version of the BMQ showed satisfactory Goodness of Fit Indices in contrast to the original 30-item version.},
	keywords = {biology motivation questionnaire, EFA, questionnaire modification, secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.748},
	url = {http://oaji.net/articles/2019/987-1571128182.pdf},
	author = {Vanda Jan{\v s}tov{\'a} and Andrej {\v S}orgo}
}
@article {801,
	title = {EXAMINATION OF PERCEPTIONS OF GIFTED STUDENTS ABOUT CLIMATE CHANGE AND GLOBAL WARMING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {780-792},
	abstract = {The aim of this research was to examine the perceptions of gifted students about climate change and global warming from socio-scientific topics. Phenomenology design, which is a qualitative research design, was used in the research. The sample group consisted of 53 gifted students studying in a Science and Art Center located in Anatolia in the 2018-2019 academic year. As data collection tool, the draw-write-tell technique was used. The drawings of the students were grouped into four categories as causes of climate change and global warming, their results, recommendations and unacceptable drawings; whereas, the compositions of the students and the focus group interviews were collected under three categories including causes, results and recommendations as a result of content analysis. The research results suggested that while the perception levels of gifted students about the causes and possible results of climate change and global warming were high, their perception level about the solution of these problems was quite low. In addition, it was determined that students had misconceptions about climate change and global warming. Besides, the research results showed that the draw-write-tell technique was a useful tool in determining the students{\textquoteright} perception about socio-scientific subjects.},
	keywords = {climate change, draw-write-tell technique, gifted students, global warming},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.780},
	url = {http://oaji.net/articles/2019/987-1571128300.pdf},
	author = {Fatma Mutlu and O{\u g}uzhan Nacaro{\u g}lu}
}
@article {811,
	title = {EXAMINATION OF STUDENTS{\textquoteright} ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {880-891},
	abstract = {The students{\textquoteright} 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{\textquoteright} 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 {\textquotedblleft}Atmospheric Pollution{\textquotedblright} course of the Environmental Science undergraduate program (n=64). The results obtained through the R-SPQ-2F showed the students{\textquoteright} number reaching higher {\textquotedblleft}deep approach{\textquotedblright} in their learning increased at the course end, while it can be observed that the students{\textquoteright} number marking {\textquotedblleft}surface approach{\textquotedblright} 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{\textquoteright} engagement in the flipped sustainable science education. },
	keywords = {engagement, flipped-classroom, R-SPQ-2F, science learning, study approach, sustainable education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.880},
	url = {http://oaji.net/articles/2019/987-1576226058.pdf},
	author = {Jin Su Jeong and David Gonz{\'a}lez-G{\'o}mez and M. Carmen Conde-N{\'u}{\~n}ez}
}
@article {748,
	title = {EXAMINING CHEMISTRY TEACHERS{\textquoteright} PERCEPTIONS OF THEIR INTERACTION WITH CURRICULUM MATERIALS: A QUANTITATIVE APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {197-208},
	abstract = {On the basis of the model of the interactive relationship between teachers and curriculum materials, this research proposed the four dimensions of the interaction of chemistry teachers with curriculum materials: {\textquoteleft}routine use{\textquoteright}, {\textquoteleft}scientific inquiry{\textquoteright}, {\textquoteleft}STSE{\textquoteright} and {\textquoteleft}teacher learning{\textquoteright}. An instrument with good validity and reliability was developed. Through a questionnaire survey of 208 junior high school chemistry teachers in three areas in Guangzhou, China, it was found that teachers thought they had a good interaction with curriculum materials, but the level of interaction is not very high. Teachers from different administrative areas were significantly different in the dimensions of {\textquoteleft}STSE{\textquoteright} and {\textquoteleft}teacher learning{\textquoteright}; teachers with different years of teaching experience showed significant differences in the dimensions of {\textquoteleft}routine use{\textquoteright}, {\textquoteleft}scientific inquiry{\textquoteright} and {\textquoteleft}STSE{\textquoteright}. There was no interaction effect between the two variables of the areas and years of teaching. Designing educative curriculum materials and developing teacher training activities in terms of curriculum use are recommended to further improve teachers{\textquoteright} ability to use curriculum materials.},
	keywords = {chemistry teaching, curriculum materials, curriculum use, survey research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.197},
	url = {http://oaji.net/articles/2019/987-1554359479.pdf},
	author = {Bo Chen and Bing Wei and Yuhua Mai}
}
@article {780,
	title = {EXAMINING SECONDARY SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {549-557},
	abstract = {Students of various age groups manifest numerous explanations that differ from what is known to be scientifically correct. Misconceptions about the human body are one of the best studied areas of students{\textquoteright} understanding of scientific phenomena. To explore misconceptions, researchers have at their disposal various methods which can lead to different results. In order to find an effective, cheap and representative diagnostic instrument, correlations between scores obtained by open-ended questions and drawings on the example of the human circulatory system were examined. Open-ended questions provide a more complete understanding of student learning but are harder to evaluate objectively in comparison with drawings, particularly in cross-cultural research. Correlations among scores obtained by these two methods in the present research were moderate, which suggests that drawings reflect students{\textquoteright} understanding of the circulatory system, albeit not perfectly. Although drawings probably never provide a complete understanding of children{\textquoteright}s ideas about science, this cheap and time effective method is recommended particularly in cross-cultural research, where standard, comparable conditions are hard to achieve. },
	keywords = {circulatory system, human body, human heart, students{\textquoteright} ideas},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.549 },
	url = {http://oaji.net/articles/2019/987-1564686168.pdf},
	author = {Jana Fan{\v c}ovi{\v c}ov{\'a} and Pavol Prokop}
}
@article {807,
	title = {EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS{\textquoteright} EXPERIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {816-832},
	abstract = {Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana{\textquoteright}s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers{\textquoteright} teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations.},
	keywords = {high school physics, ICT, interactive teaching, pre-service teachers, simulation-based lessons},
	issn = {1864-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.816},
	url = {http://oaji.net/articles/2019/987-1576224886.pdf},
	author = {Elizabeth Darko Agyei and Thuthukile Jita and Loyiso C. Jita}
}
@article {771,
	title = {EXPLORING CHANGES IN PRIMARY STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {466-480},
	abstract = {Primary education is an essential stage and has an important impact on students{\textquoteright} learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of  primary students{\textquoteright} attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both  pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level.},
	keywords = {gender differences, grade levels, project-based integrated STEM program, school students, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.466},
	url = {http://oaji.net/articles/2019/987-1559372673.pdf},
	author = {Shao-Na Zhou and Hui Zeng and Shao-Rui Xu and Lu-Chang Chen and Hua Xiao}
}
@article {778,
	title = {EXPLORING THE EFFECT OF NOS/NOT LEARNING AND DISPOSITIONS ON UNDERTAKING BEHAVIOURAL ACTIONS IN THE CASE OF NATURAL HAZARDS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {519-536},
	abstract = {This research seeks to evaluate students{\textquoteright} intended behavioural actions in the event of a natural hazard, specifically hurricane, lightning, earthquake, or tsunami. A test instrument, measuring behavioural actions in the event of a natural hazard, and related NOS/NOT beliefs and dispositions, is utilized to collect data in Estonia, USA and Japan (N=2323). Results suggest that students responded adequately to tsunamis and lightning strikes, but to a lesser extent for hurricanes and earthquakes. Results also suggest a connection between dispositions and behavioural actions, but a lack of connection between generalised. NOS/NOT conceptualisations and behavioural actions. Results imply that students find it difficult to apply their learning to new situations requiring responsible behavioural actions. Implications indicate that NOS/NOT are not well understood, while responsible behavioural actions need to more heavily stressed in teaching about natural hazards involving the promotion of student values and attitudes with respect to Natural Disaster Reduction (NDR).},
	keywords = {behavioural action, dispositions, Natural Disaster Reduction (NDR), Natural Hazards (NH), nature of science (NoS), Nature of Technology (NOT)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.519},
	url = {http://oaji.net/articles/2019/987-1564685898.pdf},
	author = {David A. Cerulli and Jack B. Holbrook}
}
@article {763,
	title = {FACTORS INFLUENCING THE FIRST YEAR STUDENTS{\textquoteright} ADAPTATION TO NATURAL SCIENCE STUDIES IN HIGHER EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {349-361},
	abstract = {The mass-approach in higher education promotes the broadening of students{\textquoteright} number and diversity therefore the question about the young people{\textquoteright}s readiness to adapt to studies becomes more and more topical. Students who enrol in the natural science faculties of the University of Latvia (UL) are motivated and have high assessment in biology and chemistry as school subjects. However, the studies already during the 1st term prove that students encounter problems to get adjusted to the study process. In order to find out the key factors that determine the adaptation of the first-year students to studies, an e-questionnaire was developed and 79 students from the Faculty of Chemistry and Faculty of Biology were surveyed. Institutional and personal factors that are focused on the application of transferable skills are mainly those that affect the students{\textquoteright} adaptation in the first term of studies. At the same time such issues of the academic factor as students{\textquoteright} prior knowledge in biology, chemistry, physics and mathematics and their skill to learn independently are intrinsic for students{\textquoteright} successful studies.},
	keywords = {adaptation to studies, first year natural science students, institutional, personal and academic factors, transferable skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.349},
	url = {http://oaji.net/articles/2019/987-1559372124.pdf},
	author = {Rita Birzina and Dagnija Cedere and Liva Petersone}
}
@article {736,
	title = {A FEASIBLE GUIDANCE FOR ORDERED MULTIPLE-CHOICE ITEMS IN STUDENTS{\textquoteright} HIERARCHICAL UNDERSTANDING LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {77-89},
	abstract = {This research focuses on students{\textquoteright} 5 hierarchical levels of Ordered Multiple-Choice (OMC) items for their extensive conceptualized understanding in the particulate nature of matter (PNM) chemistry. The basic framework for OMC items is to link students{\textquoteright} conceptual understanding levels with possible cognitive responses. Developed as the substantial learning perspective, OMC item approaches benefit students with dominant formulations in directing a new impetus on individual mental constructions. This research attempts to establish the validity and reliability through assessing students{\textquoteright} understanding levels. The main methodology of innovative OMC design manifests students{\textquoteright} verified responsive accumulations; with 5 hierarchical mental conceptualizations from naive understanding up to complete systemic PNM understanding. OMC findings offer students more choices to determine the most appropriate corresponding answer towards different conceptualization levels and to set their individual responses at the medium understanding levels. All contribution of this research gives students{\textquoteright} future perspectives in more collaborative engagements with further administering OMC items.   },
	keywords = {hierarchical levels, Ordered Multiple-Choice (OMC), particulate nature of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.77},
	url = {http://oaji.net/articles/2019/987-1550082943.pdf},
	author = {King-Dow Su}
}
@article {751,
	title = {FINDING THE BEST ALGORITHMS AND EFFECTIVE FACTORS IN CLASSIFICATION OF TURKISH SCIENCE STUDENT SUCCESS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {239-253},
	abstract = {Educational Data Mining (EDM) is an important tool in the field of classification of educational data that helps researchers and education planners analyse and model available educational data for specific needs such as developing educational strategies. Trends International Mathematics and Science Study (TIMSS) which is a notable study in educational area was used in this research. EDM methodology was applied to the results of TIMSS 2015 that presents data culled from eighth grade students from Turkey. The main purposes are to find the algorithms that are most appropriate for classifying the successes of students, especially in science subjects, and ascertaining the factors that lead to this success. It was found that logistic regression and support vector machines {\textendash} poly kernel are the most suitable algorithms. A diverse set of features obtained by feature selection methods are {\textquotedblleft}Computer Tablet Shared{\textquotedblright}, {\textquotedblleft}Extra Lessons Last 12 Month{\textquotedblright}, {\textquotedblleft}Extra Lessons How Many Month{\textquotedblright}, {\textquotedblleft}How Far in Education Do You Expect to Go{\textquotedblright}, {\textquotedblleft}Home Educational Resources{\textquotedblright}, and {\textquotedblleft}Student Confident in Science{\textquotedblright} and these features are the most effective features in science success.},
	keywords = {classification algorithms, educational data mining, eighth grade, science success, TIMSS 2015},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.239},
	url = {http://oaji.net/articles/2019/987-1554359678.pdf},
	author = {Enes Filiz and Ersoy {\"O}z}
}
@article {737,
	title = {IDENTIFICATION OF THE INTEREST OF TURKISH MIDDLE-SCHOOL STUDENTS IN STEM CAREERS: GENDER AND GRADE LEVEL DIFFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {90-104},
	abstract = {In Turkey, it is predicted that the need for STEM employment in the 2016-2023 period will be close to one million and that about 31\% of this need will not be met. Therefore, the identification of students{\textquoteright} interest in STEM careers in middle-school is regarded as important. The aim of this research was to identify the interest of middle-school students in STEM careers. The sample of the research was made up of 892 students who received education in four middle-schools in the Aegean region of Turkey. In this research which was of the descriptive survey model, the STEM Career Interest Questionnaire was used to collect data. As a result of research, it was determined that the interest of male students in STEM careers is more positive compared to the female students. It was found that the interest in careers in terms of grade level did not display any differences in the area of technology, whereas it displayed differences in the areas of science, engineering and mathematics. In addition, it was identified that the interest in STEM careers displayed differences in terms of grade level and that as the grade level increases, the interest in STEM careers decreases. },
	keywords = {gender differences, grade level differences, STEM career interest, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.90},
	url = {http://oaji.net/articles/2019/987-1550083001.pdf},
	author = {Ay{\c s}eg{\"u}l Erg{\"u}n}
}
@article {809,
	title = {IDENTIFYING BARRIERS WHEN TEACHING SCIENCE AND MATHEMATICS IN LOW ECONOMY REGIONS: SWANSEA AND HAKKARI AS CASE STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {848-865},
	abstract = {The purpose of this research was to identify the barriers that upper-secondary school science and mathematics teachers face during the teaching process in economically disadvantaged regions (Hakkari, Turkey and Swansea, UK). The research design was comparative case research and pursues qualitative methodological approach in collecting and analyzing the data about the barriers that teachers are encountering during the teaching process. The research sample consisted of 24 science and mathematics teachers from different upper-secondary schools in Hakkari and Swansea. Semi-structured interview forms, were developed and employed to collect the data. The thematic analysis  was used to analyze the obtained data. The results revealed different categories in understanding the situations that science and mathematics teachers confront in both cases; student-related issues, pedagogical issues, teachers{\textquoteright} lack of subject knowledge and socio-economic and cultural-based issues. As student-based barriers, lack of prior knowledge, students{\textquoteleft}attention span, and interest; and regarding teachers-based barriers, teachers{\textquoteleft} lack of class management and communication skills, and lack of student-centered methods found as similar barriers. Language and socio-economical problems were also shared barriers for both cities. In addition to those barriers, political and family-based issues which hindered educational attainment found as the main barriers by science and mathematics teachers in Hakkari.},
	keywords = {comparative case research, mathematics teachers, SCIENCE teachers, teaching barriers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.848},
	url = {http://oaji.net/articles/2019/987-1576225891.pdf},
	author = {Mukadder Baran}
}
@article {732,
	title = {THE IMPACT OF A SCIENCE METHODS COURSE ON FEMALE PRE-SERVICE TEACHERS{\textquoteright} BELIEFS WITHIN A SAUDI-ARABIAN CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-38},
	abstract = {This research examines the impact of a science methods course on the beliefs of female pre-service teachers (PSTs) in Saudi Arabia. Forty-seven female PSTs enrolled in a diploma of education programme at Imam Abdulrahman Bin Faisal University (IAU) took a 16-week science methods course aimed at promoting their beliefs about their own self-efficacy, science teaching strategies, and science content knowledge (SCK). The PSTs completed a 30-item questionnaire on science teaching beliefs (five- point Likert Scale) both before and after taking the course. Data analysis revealed that the PSTs{\textquoteright} beliefs regarding their own self-efficacy changed after the course (statistically significant t=2.792, p 0.01) with scores indicating increased beliefs. Although increases were also observed for beliefs regarding science teaching methods and strategies and science content knowledge, they were very slight and not statistically significant. Overall, mean scores fell within the {\textquoteleft}neither agree nor disagree{\textquoteright} category for all three themes, ranging from 2.98 to 3.24. As one of the first studies in Saudi Arabia on PSTs{\textquoteright} science teaching beliefs, this research filled a gap in the existing literature. Grounded in the moderate scores for all three themes, recommendations for future science education course design are tendered as are suggestions for future research.},
	keywords = {pre-service teachers, science teachers{\textquoteright} beliefs, self-efficacy, teachers in Saudi Arabia, teaching strategy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.19},
	url = {http://oaji.net/articles/2019/987-1550082669.pdf},
	author = {Alghamdi, A. K. H. and Sun Young Kim}
}
@article {746,
	title = {THE IMPACT OF ARGUMENTATION-BASED TEACHING AND SCENARIO-BASED LEARNING METHOD ON THE STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {171-183},
	abstract = {Teaching programs based on contemporary learning-teaching approaches have been regulated since the 2005-2006 academic year in Turkey. Nevertheless, the researches conducted in Turkey suggested that teachers mostly use traditional teaching-learning approaches in their classroom activities. Therefore, this research aimed at enhancing the students{\textquoteright} academic achievement through the use of argumentation and scenario based learning approaches among the contemporary teaching-learning approaches in order to guide teachers. Experimental design with pre-test and post-test control group was used in the present research. This research was conducted with 45 fourth grade primary school students. The research was conducted with two experimental groups and one control group. Activities related to argumentation-based teaching were administered to the experimental group 1, activities with scenario-based learning method for the experimental group 2, and those of the existing curriculum for the control group. The research deployed an academic achievement test based on the unit of "Let{\textquoteright}s Solve the Riddle of Our Body". Independent samples t-test, one-way analysis of variance (ANOVA) and covariance analysis (ANCOVA) were used during data analysis. Research results revealed that the academic achievement of the students was significantly influenced by the activities related to argumentation-based teaching and scenario-based learning method.},
	keywords = {argumentation based teaching, constructivism approach, scenario-based learning, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.171},
	url = {http://oaji.net/articles/2019/987-1554359342.pdf},
	author = {Serkan Aslan}
}
@article {813,
	title = {THE IMPACTS OF A MARINE SCIENCE BOARD GAME ON MOTIVATION, INTEREST, AND ACHIEVEMENT IN MARINE SCIENCE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {907-923},
	abstract = {This research sought to explore how teaching utilizing a marine science-related board game affected students{\textquoteright} motivation, interest, and achievement in marine science learning at the high school level. The research utilized an experimental design with pre-test and post-test measurements and a classroom setting, and included an experimental group containing 25 students and a control group  containing 26 students. The experiment was carried out over the course of 12 lessons, with various questionnaires, including a marine science learning motivation (MSLM) inventory, a marine science learning interest (MSLI) inventory, and a marine science learning achievement (MSLA) inventory, being used as the measurement instruments. The research analysed the students{\textquoteright} scores on these inventories using one-way analysis of ANCOVA. The main results of this research were as follows: 1) with regard to the MSLM inventory, the {\textquoteleft}relevance{\textquoteright}, {\textquoteleft}confidence{\textquoteright}, and {\textquoteleft}total score{\textquoteright} were significantly different between the two groups; 2) with regard to the MSLI inventory, the {\textquoteleft}cognitions regarding marine science{\textquoteright} were significantly different between the two groups; and 3) with regard to the MSLA, all of the dimensions including {\textquoteleft}memory{\textquoteright}, {\textquoteleft}understanding{\textquoteright}, {\textquoteleft}high-level thinking{\textquoteright}, and {\textquoteleft}total score{\textquoteright} were significantly different between the two groups. },
	keywords = {board game teaching, learning interest, learning motivation, marine education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.907},
	url = {http://oaji.net/articles/2019/987-1576226192.pdf},
	author = {Yen-Ling Lin and Shu Wen Huang and Cheng-Chieh Chang}
}
@article {739,
	title = {THE IMPLEMENTATION OF MIND MAPS IN TEACHING PHYSICS: EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {117-131},
	abstract = {Primary school students  generally lack motivation  for learning physics, which they perceive as a difficult subject. In order to overcome this problem, it is necessary to apply appropriate teaching approach. The aim of this research was to assess the educational efficiency of mind maps in physics and students{\textquoteright} involvement when this approach is used. A pre-test {\textendash} post-test control group design was used. The sample of this research consisted of 113 seventh-grade students divided into an experimental and a control group. The students in the experimental group were taught physics using mind maps and the students in the control group were taught using conventional teaching approach. The data were collected by using two physics knowledge tests and perceived mental effort scale. The data were analyzed using ANOVA, t-test and chi-square test. The obtained results showed that the educational efficiency of teaching with the use of mind maps was greater than the efficiency of conventional teaching approach. Besides that, the students{\textquoteright} involvement in the experimental group was higher than the one in the control group. The implementation of mind maps in teaching physics in primary schools can increase students{\textquoteright} motivation for learning physics and lower their mental effort. },
	keywords = {educational efficiency, mind maps, students{\textquoteright} involvement, teaching physics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.117},
	url = {http://oaji.net/articles/2019/987-1550083117.pdf},
	author = {Zvezdan Z.Gagi{\'c} and Sonja J. Skuban and Branka N. Radulovi{\'c} and Maja M. Stojanovi{\'c} and Olivera Gaji{\'c}}
}
@article {792,
	title = {INDONESIAN PRIMARY SCHOOL AND MIDDLE SCHOOL STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE: FOCUS ON GENDER AND ACADEMIC LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {654-667},
	abstract = {Student attitudes toward science have been one of the longstanding topics in science education research. Even though Indonesia has a unique educational system in which cultural, religious, and cognitive aspects are incorporated in the science K-12 curriculum, a limited number of studies have explored Indonesian students{\textquoteright} attitudes towards science. This research aimed to examine students{\textquoteright} attitudes toward science and the interaction between academic grade level and gender in Indonesian primary and middle school. Thirty items from five components of the BRAINS instrument were administered to 1587 Indonesian students from fourth grade through ninth grade to measure their attitude toward science. Rasch analysis, two-way ANOVA, and structural equation modeling path analysis were used to answer the proposed research questions. The current research found that Indonesian students{\textquoteright} attitudes toward science were significantly affected by academic level, however, gender only affected three components of attitude (control belief, attitude toward the behavior, and intention). Female students showed a higher attitude toward science than male students in general. The trends in every component of the students{\textquoteright} attitudes decreased from primary school to middle school. The present research provides a deeper discussion by considering the socio-cultural and educational history of Indonesia. },
	keywords = {academic level, gender, middle school, primary school, science attitude},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.654},
	url = {http://oaji.net/articles/2019/987-1571126809.pdf},
	author = {Rahmi Qurota Aini and Arif Rachmatullah and Minsu Ha}
}
@article {791,
	title = {INDUSTRY 4.0 AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {652-653},
	abstract = {Industry 4.0 and its applications are one of the most important issues of countries that want to keep their competitiveness in the field of scientific, technological and innovation in today{\textquoteright}s world. The Countries that are not able to adapt to Industry 4.0 processes will not be able to develop scientifically and technologically or keep up with current innovation processes. One of the aims of this paper is to explain the concept of industry 4.0 to our readers in a comprehensible manner and to show how much science education is actually related to industry 4.0.
In a general sense, Industry 4.0 or in other words, the 4th Industrial Revolution is an expression that includes many modern automation processes, large databases that communicate with each other, robotic devices and dark factories, in short, quality production technologies. In addition, Industry 4.0 includes modern technologies such as additive manufacturing, autonomous robots, big data, artificial intelligence, augmented reality, system integration, internet of things, cybersecurity, cloud computing, machine learning, deep learning etc. These technologies play an important role especially in the formation of new smart factories.
},
	keywords = {Artificial Intelligence, historical paradigm, industry 4.0, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.652},
	url = {http://oaji.net/articles/2019/987-1571123849.pdf},
	author = {Bulent Cavas}
}
@article {796,
	title = {THE INFLUENCE OF SELECTED VARIABLES ON LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTS ABOUT DISEASES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {708-716},
	abstract = {Children{\textquoteright}s concept of biological phenomena differs from scientific thought in many aspects. The revelation of wrong concepts contributes to better education, especially when that information is described in a specific field of science. Not only children, but also adults often use anthropomorphic and theological explanations to express their ideas, which confirm their lack of understanding of biological phenomena. A great deal of research has proved retaining of children{\textquoteright}s misconceptions in the fields of zoology and botany. How accurate, however, are their ideas about organisms of a microscopic size? The aim of the research was to find out the influence of selected factors (perceived vulnerability, grade, gender and type of group) on concepts about diseases among lower secondary school students. The research sample consisted of 400 students of lower secondary education from Slovakia. Data were collected through Likert type questionnaires. The correlation was found between perceived vulnerability to diseases, age and concepts about diseases. The statistically significant difference in the results between boys and girls was not confirmed. The higher impact should be aimed at their importance for humans and nature for a better understanding of this concept. },
	keywords = {concepts about diseases, lower secondary school students, perceived vulnerability, quantitative research approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.708},
	url = {http://oaji.net/articles/2019/987-1571127074.pdf},
	author = {Jana Fancovicova and Milan Kubiatko}
}
@article {747,
	title = {INTEGRATION OF INQUIRY-BASED INSTRUCTION WITH FORMATIVE ASSESSMENT: THE CASE OF EXPERIENCED CHEMISTRY TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-196},
	abstract = {Inquiry-based teaching and learning methods are more and more widely used in the teaching natural sciences all over the world. The elements of inquiry are included in many national sciences{\textquoteright} core curricula and indicate that students should be actively involved in acquiring knowledge. This fact changes the teacher{\textquoteright}s role in the classroom and the structure of everyday lessons. Independent inquiry helps students to develop various elements of scientific education, gain specific skills and competencies. Consequently, the assessment methods used so far are no longer sufficient and they should be expanded with new strategies, tools, and criteria. In recent years, there were many projects, in which teachers were trained in using both inquiry-based instructions and formative assessment. So far, unfortunately, there has been limited information on how teachers bring theory into practice and combine the new teaching and assessment methods, and how they adopt available teaching materials during everyday classes. This case study explored how experienced chemistry teachers, who have broad content, pedagogical content, and inquiry methodology knowledge, integrate inquiry-based teaching with formative assessment for the first time. The results of the study revealed the main limiting factors and teachers{\textquoteright} dilemmas.},
	keywords = {formative assessment, in-service science teachers, inquiry-based learning, qualitative research, teacher professional development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.184},
	url = {http://oaji.net/articles/2019/987-1554359401.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek-R{\'o}{\.z}ycki and Kinga Orwat}
}
@article {749,
	title = {ITEM DIMENSIONALITY EXPLORATION BY MEANS OF CONSTRUCT MAP AND CATEGORICAL PRINCIPAL COMPONENTS ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {209-226},
	abstract = {The aim of this research is to study the merits and complementarity of Construct Mapping and Categorical Principal Components Analysis as two approaches that explore the dimensionality of multiple-choice items in achievement tests. Data from the two forms of the Romanian National Assessment Tests on Science were used to explore the dimensionality of items and to identify potentially problematic items that affect the equivalence of the two parallel forms. The findings confirm that the two tests have at best partial equivalence, but while the two methods both agree on test unidimensionality, they flag in part different items as potentially problematic. The results enable researchers and practitioners to make coherent data-driven decision regarding the use of unidimensional vs multidimensional IRT models.},
	keywords = {categorical principal components analysis, construct map, item response theory, unidimensionality},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.209},
	url = {http://oaji.net/articles/2019/987-1554359543.pdf},
	author = {Gabriela Deliu and Cristina Miron and Cristian Opariuc-Dan}
}
@article {766,
	title = {LEARNING ENVIRONMENT, STUDENTS{\textquoteright} BELIEFS, AND SELF-REGULATION IN LEARNING PHYSICS: STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {389-403},
	abstract = {Studies of correlations between students{\textquoteright} beliefs and various aspects of student learning become one of the fastest growing research areas in the field of education and psychology. The aim of the current research was to analyze the correlations between learning environments, students{\textquoteright} beliefs, and self-regulation in learning physics through structural equation modeling (SEM). There were 1010 students from the existing five public high schools in Jambi city, Indonesia, participating in the research. Three self-report questionnaires including (1) WIHIC, (2) CLASS, and (3) MSLQ were used to collect the research data. The data analysis showed that students{\textquoteright} beliefs were significantly and positively correlated with multiple dimension of self-regulation in learning physics (critical thinking and peer learning); while the dimension of sense-making and problem-solving ability significantly related to the affective component of self-regulation (test anxiety). However, the dimension of students{\textquoteright} beliefs did not have any significant effect on all of the self-regulation components. Additionally, learning environment dimensions were significantly related to students{\textquoteright} beliefs about physics on the dimension of conceptual connection and related to all of the self-regulation dimensions.},
	keywords = {Learning Environment, self-regulation, Structural Equation Modeling, students{\textquoteright} beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.389},
	url = {http://oaji.net/articles/2019/987-1559372334.pdf},
	author = {Maison and Syahrial and Syamsurizal and Tanti}
}
@article {754,
	title = {MENTAL REPRESENTATIONS OF LIGHT PROPAGATION TIME FOR 10- AND 14-YEAR-OLD STUDENTS: DIDACTICAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {276-285},
	abstract = {Student{\textquoteright}s mental representations of physical concepts are often different from those of scientists. The research aimed to identify and compare mental representations of light propagation time by school children aged 10 (132 subjects), and 14 (109 subjects) years old. This research was conducted through individual interviews in which the students were asked to locate light propagation time in various tasks-experimental situations. The results of this research show that even though the students of two groups face difficulties in understanding light propagation time, as they grow older, they make statistically significant progress in constructing the conception of light propagation time. These findings allow to seek out educational perspectives on the understanding of the conception of light propagation time in organised scholastic environments.},
	keywords = {cross-sectional research, light propagation time, science education, students{\textquoteright} representations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.276},
	url = {http://oaji.net/articles/2019/987-1554359871.pdf},
	author = {Konstantinos  Ravanis}
}
@article {760,
	title = {MENTORING ON SCIENCE TEACHER EDUCATION IN RUSSIA AND INTERNATIONAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {320-322},
	abstract = {Nowadays, mentoring as an educational form of Russia{\textquoteright}s occupational activity is undergoing fundamental changes due to the variety of interrelated factors affecting the mentoring system. The requirements for the mentoring system itself are affected by these changes as well. Nature of the mentoring activity influences socio-economic, political, socio-cultural, pedagogical, methodical and individual factors. 
The main mechanism for the implementation of the proposed principles of mentoring is an integrative approach, involving the integration and interaction of 1) two processes {\textendash} the process of occupational development of teachers and their readiness to implement mentoring activities; 2) two types of activities {\textendash} occupational and mentoring; 3) all entities of the educational institution in the process of mentoring.},
	keywords = {mentoring activities, science education, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.320},
	url = {http://oaji.net/articles/2019/987-1559371904.pdf},
	author = {Muhammet Usak and Alfiya R. Masalimova}
}
@article {767,
	title = {A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {404-416},
	abstract = {Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students{\textquoteright} interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students{\textquoteright} interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students{\textquoteright} self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers.},
	keywords = {environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, Social Cognitive Career Theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.404 },
	url = {http://oaji.net/articles/2019/987-1559372400.pdf},
	author = {Lilia Ellany Mohtar and Lilia Halim and Norshariani Abd Rahman and Siti Mistima Maat and Zanaton H. Iksan and Kamisah Osman}
}
@article {769,
	title = {MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {435-449},
	abstract = {Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching.
In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. 
},
	keywords = {industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.435 },
	url = {http://oaji.net/articles/2019/987-1559372546.pdf},
	author = {Mitja Slavinec and Boris Aber{\v s}ek and Dino Ga{\v c}evi{\'c} and Andrej Flogie}
}
@article {784,
	title = {PREDICTING FACTORS AFFECTING INTENTION TO USE WEB 2.0 IN LEARNING: EVIDENCE FROM SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {595-606},
	abstract = {Teachers{\textquoteright} intention to use technology is a major factor in its effective use in learning including in developing countries. This research empirically investigated on factors that influence Pre-Service Science Teachers{\textquoteright} (PSSTs) intention to use Web 2.0 in learning through Technology Acceptance Model (TAM) in Indonesia. The goals of the research were to (a) report if the TAM is a valid and reliable model to explain PSSTs intention to use Web 2.0, and (b) inform the factors of PSSTs{\textquoteright} intention to use Web 2.0 in learning. Seven hundred and five PSSTs from five universities completed a 24-item online questionnaire based on the TAM constructs comprising perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, attitudes, and intention to use Web 2.0. Results obtained using Partial Least Square Structural Equation Modeling (PLS-SEM) informed that (a) facilitating condition and subjective norm significantly influenced perceived ease of use; (b) subjective norm significantly affected perceived usefulness; (c) both perceived ease of use and perceived usefulness was a significant factor predicting attitude; and (d) attitude, perceived ease of use, and perceived usefulness significantly influenced intention to use Web 2.0. Overall, the TAM is a valid model to help explain Indonesian PSSTs{\textquoteright} intention to use Web 2.0 in learning.},
	keywords = {pre-service science teachers, Technology acceptance model, Web 2.0},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.595},
	url = {http://oaji.net/articles/2019/987-1564686612.pdf},
	author = {Muhaimin and Akhmad Habibi and Amirul Mukminin and Robin Pratama and Asrial and Harlina Harja}
}
@article {783,
	title = {PRE-SERVICE AND IN-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {583-594},
	abstract = {This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers{\textquoteright} professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research.  According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers{\textquoteright} professional development and in-service teachers{\textquoteright} expertise and the model successfully support the use of inquiry-based practices in primary school science education.},
	keywords = {collaborative team teaching model, inquiry-based science teaching, survey research, teachers{\textquoteright} experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.583},
	url = {http://oaji.net/articles/2019/987-1564686532.pdf},
	author = {Sari Havu-Nuutinen and Anttoni Kervinen and Anna Uitto and Aulikki Laine and Anniina Koliseva and Lassi Pyykk{\"o} and Pentti Impi{\"o} and Tiina Aittola}
}
@article {814,
	title = {PRIMARY AND SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {924-942},
	abstract = {Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors. },
	keywords = {project work, renewable energy knowledge, school curriculum, theme work, word association},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.924 },
	url = {http://oaji.net/articles/2019/987-1576226295.pdf},
	author = {Mark{\'o}czi Rev{\'a}k, I. and Erzs{\'e}bet J{\'a}sz and Enik{\H o} Kov{\'a}cs and K{\'a}roly Teperics and Judit {\"U}t{\H o} Visi and J{\'a}nos M{\'a}th}
}
@article {808,
	title = {PRIMARY SCHOOL CHILDREN AND PRE-SERVICE TEACHERS{\textquoteright} KNOWLEDGE OF IBERIAN NATIVE AND AFRICAN SAVANNAH MAMMALS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {833-847},
	abstract = {The present research compared the knowledge of primary school children and pre-service primary teachers about various native mammals of the Iberian Peninsula (IP-Portugal and Spain) and the African Savannah. For this purpose, a questionnaire was administered to 420 children and 215 pre-service teachers from these countries asking for the identification of animals through photos and whether they had native status on the IP. The pre-service teachers performed better than the children. The Savannah animals were better identified than those of the IP. The results were similar in both countries, even though the Spanish performed a little better. Children from both countries had more difficulty identifying the native status of the animals, with a high percentage of them thinking that Savannah animals lived in the wild on the IP. This error was less frequent among the pre-service teachers but, even so, with a percentage for certain animals that can be considered of concern. This issue is absent in the training courses in both countries, a conclusion based on an analysis of the syllabuses. The importance of improving knowledge of native fauna though formal and informal learning is discussed as a way to promote a conservationist attitude with direct repercussions on the recognition of the importance of local or regional biodiversity.},
	keywords = {native fauna, pre-service teachers, primary school children, savannah mammals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.833},
	url = {http://oaji.net/articles/2019/987-1576224962.pdf},
	author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Orlando Stretch-Ribeiro}
}
@article {752,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS ABOUT OWLS, EXPERIENCES WITH OWLS AND THEIR SOURCES OF INFORMATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-263},
	abstract = {The present research explores benefits of using young students{\textquoteright} drawings in combination with written responses for gathering information about science concepts. Younger students are still very limited in their verbal expression and less biologically literate than older students. The aim was to determine primary school students{\textquoteright} conceptions about owls, experiences with owls and their sources of information, and to then determine how beneficial it is to combine information gathered from drawings and written responses in comparison to previous research done with lower secondary school students. Altogether, 280 students attending fourth and fifth grades from schools in Slovenia participated in the research. Students knew well the specific features of owls. Drawings provided more clear information about body parts and proportions, while owls{\textquoteright} specific habitats, behaviours and diet were more thoroughly described in their written responses. Students without experiences with living owls represented owls less thoroughly. Comparison of frequencies of responses in main categories of conceptions about owls showed that using drawings and written responses is equally beneficial for younger and older students. Gathering primary school students{\textquoteright} conceptions about science concepts with both drawings and written responses enables better assessment of a student{\textquoteright}s knowledge than using just drawings or written responses.},
	keywords = {conceptions about owls, experiences with owls, primary school student, student{\textquoteright}s drawing, student{\textquoteright}s written response},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.254},
	url = {http://oaji.net/articles/2019/987-1554359746.pdf},
	author = {Tanja Gnidovec and Gregor Torkar}
}
@article {730,
	title = {PROPOSALS FOR SMALL STEPS TOWARD REPRODUCIBILITY OF SCIENCE EDUCATIONAL STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {It is evident that almost nobody is satisfied with contemporary (science) education, however, critique and proposed solutions to the perceived educational problems are sometimes established from opposite reasoning. Nowadays we can witness, for example, debates about position, role and effect of digital mobile technologies, social networks, and many other issues on behaviour and performance of students. Suggestions about their place in science education are on a scale between transforming education toward digital technologies and calls to prohibit, at least some of them, on the other end. Unfortunately enough argumentation too many times follows patterns recognized as {\textquoteleft}The demon-haunted world{\textquoteright} (Sagan, 1995) and a vocabulary and argumentation in line with Frankfurt{\textquoteright}s (2005) famous essay {\textquoteleft}On bullshit{\textquoteright}.},
	keywords = {educational problems, evidence-based interventions, opposite reasoning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.04},
	url = {http://oaji.net/articles/2019/987-1550082532.pdf},
	author = {Andrej {\v S}orgo}
}
@article {794,
	title = {RECONCEPTUALIZING AND FIELD TESTING THE SCIENTIFIC LITERACY FRAMEWORK BY EXPLORING THE ASPECT OF SCIENTIFIC LITERACY IN TURKISH SCIENCE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {681-691},
	abstract = {The aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework, the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed. },
	keywords = {affective domain, document analysis, Science Curriculum, science education, scientific literacy framework},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.681},
	url = {http://oaji.net/articles/2019/987-1571126948.pdf},
	author = {Mustafa Cansiz and Nurcan Cansiz}
}
@article {817,
	title = {REGIONAL EDUCATIONAL EQUITY: A SURVEY ON THE ABILITY TO DESIGN SCIENTIFIC EXPERIMENTS OF SIXTH-GRADE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {971-985},
	abstract = {Due to the vast territory, there are problems of unbalanced development of education and students{\textquoteright} ability level in China. In order to explore the relation between regional education equity and the development of students{\textquoteright} scientific ability, and to better promote the development of education and students{\textquoteright} growth, it is urgent to carry out the research. In the context of regional coordinated development, stratified random sampling and cluster sampling were used to study the ability to design scientific experiments of 742 sixth-grade students in Beijing. The results showed that, first of all, the ability to design scientific experiments of 742 sixth-grade students in Beijing was low and the developmental level was not coordinated. Secondly, there was a significant correlation between gender and students{\textquoteright} ability to design scientific experiments. In addition, there was a significant negative correlation between districts and the ability to guess and predict. Finally, significant positive correlations were found among the internal structures of ability to design scientific experiments. Therefore, in order to promote the coordinated development of students{\textquoteright} ability to design scientific experiments, this paper puts forward effective suggestions in four aspects: improving science teachers{\textquoteright} professionalism, offering experimental resources, updating teaching philosophy and strengthening curriculum construction.},
	keywords = {experimental design, primary school students, regional educational equity, science education, scientific experiments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.971},
	url = {http://oaji.net/articles/2019/987-1576226522.pdf},
	author = {Yang Xiantong and Zhang Mengmeng and Song Xin and Hou Lan and Wang Qiang}
}
@article {797,
	title = {THE RELATION BETWEEN TEACHERS{\textquoteright} ATTITUDES TOWARDS RENEWABLE ENERGY SOURCES AND CRITICAL THINKING DISPOSITIONS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {717-731},
	abstract = {In this research, it was aimed to explore the relation between attitude towards renewable energy sources and critical thinking disposition. For this purpose, relational survey model was used in the research. The research group consisted of 468 prospective teachers studying in faculty of education in a public university in the fall semester of 2018-2019 academic year. Renewable Energy Sources Attitude Scale in order to evaluate prospective teachers{\textquoteright} attitudes towards renewable energy sources, and Critical Thinking Disposition Scale for evaluating critical thinking dispositions were used. In the research, the relation between the data set for attitude towards renewable energy sources comprising of variables which are application request, importance of education, country interest, environmental awareness and investments and the data set for critical thinking disposition comprising of variables which are metacognition, flexibility, systematicity, tenacity-patience, open-mindedness by the canonical analysis. As a result of the canonical correlation analysis, a significant relation was found between the attitudes towards renewable energy sources and the critical thinking dispositions and it was found that the common variance shared between the data sets was 22.23\%. },
	keywords = {critical thinking disposition, prospective teachers, relational survey model, renewable energy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.717},
	url = {http://oaji.net/articles/2019/987-1571127131.pdf},
	author = {Gokhan Guven and Nevin Kozcu Cakir}
}
@article {768,
	title = {THE RELATION OF GENDER AND TRACK ON HIGH SCHOOL STUDENTS{\textquoteright} ATTITUDE TOWARD CONVERGENCE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {417-434},
	abstract = {Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students{\textquoteright} attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students{\textquoteright} attitude toward convergence on the construct of interest and self-efficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students{\textquoteright} attitude toward convergence.},
	keywords = {attitude toward convergence, female, humanities track, male, science track},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.417},
	url = {http://oaji.net/articles/2019/987-1559372478.pdf},
	author = {Yustika Sya{\textquoteright}bandari and Minsu Ha and Jun-Ki Lee and Sein Shin}
}
@article {765,
	title = {RESEARCH TRENDS AND ISSUES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT-RELATED RESEARCH IN SOUTH KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-388},
	abstract = {The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peer-reviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers{\textquoteright} attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers{\textquoteright} ESD professional development. },
	keywords = {ESD, research trends, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.379},
	url = {http://oaji.net/articles/2019/987-1559372259.pdf},
	author = {Hyuksoo Kwon and Eunsang Lee}
}
@article {740,
	title = {ROLE AND MEANING OF FUNCTIONAL SCIENCE, TECHNOLOGICAL AND ENGINEERING LITERACY IN PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {132-146},
	abstract = {Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? 
The present research aimed to explore how students in today{\textquoteright}s schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects.
},
	keywords = {engineering functional literacy, functional literacy, key competence, Problem Solving, science functional literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.132},
	url = {http://oaji.net/articles/2019/987-1550083179.pdf},
	author = {Zvonka Cencelj and Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {802,
	title = {SCIENCE-EDU-COMMUNICATION: TRENDS REVEAL IN 20 YEARS OF SCIENCE COMMUNICATION RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {793-805},
	abstract = {By investigating scholarly output in science communication from 1997 to 2018, this research sought evidence that science education has been increasingly focusing on communication methods to reach the public. Through an automatic scientometric method, this study analyzed 1300 articles published in two leading journals in the field of science communication. As a result, seven trends were revealed and categorized into three themes: Public engagement with science (PES); Media and science (MS); and Issues in science (IS). Furthermore, PES and MS scholarly output were found increased significantly.  The findings confirmed the goal of this research. However, it then suggested a research area of bridging science education and science communication that is currently less explored. Given increased focus towards PES and MS, these fields are primed for further collaboration to more engage the public in science learning.},
	keywords = {CATAR, science communication, science education, science-edu-communication, scientometric analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.793},
	url = {http://oaji.net/articles/2019/987-1571128365.pdf},
	author = {Leon Yufeng Wu and Nathan M. Truong and Hsin-Yen Lu and Yuen-Hsian Tseng and Chun-Yen Chang}
}
@article {812,
	title = {STUDENTS{\textquoteright}AND TEACHERS{\textquoteright} PERCEPTION OF SCIENTIFIC MODELS: TRANSITION FROM DAILY TO SCIENTIFIC LANGUAGE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {892-906},
	abstract = {The use of scientific models has been regarded as an important skill for scientific enquiry. However, although many national curricula and major international science education reform movements have stressed the use of scientific models in science teaching and learning, students and teachers generally do not know how to perceive models properly. This research explores these perceptions about scientific models using the Perception of Models in Science (PMS), a self-developed instrument designed to collect participants{\textquoteright} model perceptions, among 218 grade 4, 6 and 8 students, as including 57 of the science teachers in their respective schools, and treated these statistically with analysis of variance, post hoc analysis and cluster analysis. Results showed that the groups of students and teachers agreed that the most acceptable model representation is reality but remained uncertain on whether a model can be presented through nonreality representations (i.e., diagram, graph, symbol, writing and speech). Participants did not significantly differ in perception intensity of seeing each model representation and held three kinds of model perceptions: daily language, transitional and scientific language. This research thus proposes action plans in managing this transitional perspective in learning the concepts of scientific models.},
	keywords = {model representations, scientific model, students{\textquoteright} view, teachers{\textquoteright} view},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.892 },
	url = {http://oaji.net/articles/2019/987-1576226134.pdf},
	author = {Show-Run Lee and Yu-Ling Lu and Chi-Jui Lien}
}
@article {779,
	title = {STUDENTS{\textquoteright} PERCEPTION OF LEARNING STEM-RELATED SUBJECTS THROUGH SCIENTIST-TEACHER-STUDENT PARTNERSHIP (STSP)},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {537-548},
	abstract = {Science education is facing an immense challenge due to students{\textquoteright} lack of engagement with science education. This issue calls for a collaborative and integrative teaching strategy such as the Scientist-Teacher-Student Partnership (STSP). This research employed a qualitative research methodology supported by quantitative data, to explore students{\textquoteright} perceptions of learning science through STSP. It involved 125 students in Grade 10 from four schools, eight science teachers and seven scientists from a university situated in Kuala Lumpur. The data were collected through survey questionnaire and interviews. The collected qualitative data were analysed using constant comparative techniques and the quantitative data arising from the responses of the survey were calculated as mean scores and standard deviations. The findings showed that the tripartite collaboration brings educational benefits to all groups. Based on the student{\textquoteright} perspective, four (4) main themes emerged. The students found that 1) the partnership enriched their learning experiences, 2) they acquired procedural skills through hands-on experiments, 3) they had the opportunity to explore emerging topics in science, and 4) they were exposed to various career opportunities in STEM-related fields. This research has promoted greater articulation of STSP as a mechanism for educational reform in STEM.},
	keywords = {authentic science, qualitative methodology, Scientist-teacher-student partnership (STSP), STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.537},
	url = {http://oaji.net/articles/2019/987-1564685988.pdf},
	author = {Hidayah Mohd Fadzil and Rohaida Mohd Saat and Khalijah Awang and Durriyyah Sharifah Hasan Adli}
}
@article {733,
	title = {A STUDY OF FACTORS AFFECTING SCIENCE ACHIEVEMENTS OF JUNIOR HIGH SCHOOL FEMALE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {39-50},
	abstract = {This research was the first research integrating decision making trial and evaluation laboratory (DEMATEL) and structural equation modeling (SEM) to analysis factors, including interest in science, value in science and confidence in science, affecting female students{\textquoteright} science achievements from the Trends in International Mathematics and Science Study (TIMSS) 2011. The research constructed two causal models base on mutual effect of value in science and confidence in science by DEMATEL analysis. The causality of two factors in model 1 was value in science affected confidence in science and model 2 vice versa. According to the results of SEM analysis, fit indices of CFI, GFI and AGFI in model 1 were 0.851, 0.796 and 0.745; in model 2 were 0.818, 0.772, and 0.873. And results showed that female students had better fitness in model 1; in other words, the causality of value in science to confidence in science might have an important effect on the science achievement of female students. Lastly, these findings could provide not only a different perspective for future researches but also a useful insight as a reference for policy making and improvement by relevant decision makers.},
	keywords = {decision making trial and evaluation laboratory, Science Achievement, Structural Equation Modeling, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.39},
	url = {http://oaji.net/articles/2019/987-1550082738.pdf},
	author = {Chun-Chu Liu and Tse-Yu Wang}
}
@article {800,
	title = {TEACHER-DEMONSTRATION AND STUDENT HANDS-ON EXPERIMENTS IN TEACHING INTEGRATED SCIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {768-779},
	abstract = {The widely explored but still unresolved question about the contribution of the application of different ways of performing experiments in the integrated natural sciences is addressed in this research. The aim was to determine the contribution of demonstration hands-on experiments (DHE) and student hands-on experiments (SHE) in relation to conventional teaching method (CTM) on the quality and durability of 3rd grade students (between 9 and 10 years of age) from primary school. The research involved 180 students, further divided into three groups: E1 (experimental group 1, where content was learned through DHE), E2 (experimental group 2, where content was learned through SHE) and C (control group, where content was learned through CTM). The results of the research point to the fact that priority should be given to the DHE and SHE over the CTM in the realization of air-related content in the 3rd grade. SHE should be used more than DHE when it comes to teaching this specific content.},
	keywords = {demonstration hands-on experiments, integrated sciences, primary school, quality of knowledge, student hands-on experiments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.768},
	url = {http://oaji.net/articles/2019/987-1571128244.pdf},
	author = {Mirjana Mari{\v c}i{\'c} and Stanko Cvjeti{\'c}anin and Branko An{\dj}i{\'c}}
}
@article {738,
	title = {TEACHERS{\textquoteright} SELF-CONCEPT AND ITS BENEFITS FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {105-116},
	abstract = {Self-concept, understood as an impression or idea one has about oneself, represents a significant precondition for the professional improvement of teachers, as well as for the advancement of teaching itself and students{\textquoteright} development of  their own positive self-concept. This research aimed to examine the idea of self-concept with the purpose of determining the manner in which primary and secondary school teachers perceive themselves. The factors to be analyzed in relation to the variables, work experience and pay satisfaction, were defined by means of the scale of estimates and factor analysis. The obtained results showed that accepting oneself, self-improvement, self-satisfaction and job satisfaction, as well as the initiative and openness to change varied depending on work experience and pay satisfaction. Work experience, not pay satisfaction,  proved to have an impact on the teachers{\textquoteright} perception of the relationship with their colleagues, whereas the perception of personal and teaching qualities did not depend on the aforementioned variables.},
	keywords = {empirical research, practice, science education, self-concept, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.105},
	url = {http://oaji.net/articles/2019/987-1550083061.pdf},
	author = {Jelena {\v Z}. Maksimovi{\'c} and Jelena S. Osmanovi{\'c}}
}
@article {787,
	title = {USING BOARD GAMES TO TEACH SOCIOSCIENTIFIC ISSUES ON BIOLOGICAL CONSERVATION AND ECONOMIC DEVELOPMENT IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {634-645},
	abstract = {This research uses board games as teaching material to develop students{\textquoteright} decision-making ability and basic scientific literacy and to foster students{\textquoteright} value for nature and social caring by working with socioscientific issues. The board game structure contains four perspective systems: ecological, economic, cultural, and political. In the game processing, students must handle, consider, and understand the different role players{\textquoteright} positions and face different missions that involve socioeconomic and environmental conflicts. When making any decisions, students affect the follow-up game behaviors and develop tendencies. The board game instruction was field-tested with 38 high-school students from two different high schools. Students played the board game for a total of 200 minutes. Students{\textquoteright} scientific conceptions concerning biodiversity (closed-ended) and perspectives on socioscientific issues (open-ended) were assessed before and after the board game lesson. The results showed that students in both high schools significantly increased their understanding of biodiversity concepts, with a high level of effect size (Cohen{\textquoteright}s d equal to 1.40 and 1.06, respectively, for the two schools). In the semistructured interviews, the interviewed students were able to reflect on the value of animals and provide various opinions about animal conservation and economic development.},
	keywords = {board game, decision making, descriptive research, game base learning, socioscientific issue},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.634},
	url = {http://oaji.net/articles/2019/987-1564686975.pdf},
	author = {Jen-Che Tsai and Ping-Han Cheng and Shiang-Yao Liu and Chun-Yen Chang}
}
@article {745,
	title = {USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {158-170},
	abstract = {In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design.  The research  was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at F{\i}rat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.},
	keywords = {Algodoo software, integrated teaching knowledge, pre-service science teachers, problem-solving skills, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.158},
	url = {http://oaji.net/articles/2019/987-1554359281.pdf},
	author = {Burcu Alan and Fikriye Kirba{\u g} Zengin and Gonca Ke{\c c}eci}
}
@article {654,
	title = {ANALYSIS AND COMPARISON OF SCIENTIFIC INQUIRY ACTIVITIES IN EIGHT-GRADE PHYSICS TEXTBOOKS IN CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {229-238},
	abstract = {In order to analyse whether or not the characteristic of scientific inquiry activities of textbooks in China satisfy the requirements of China{\textquoteright}s new curriculum reforms, content analysis method was adopted to analyze scientific inquiry activities in junior middle school physical textbooks (grade 8) of five editions authorized by the Chinese Ministry of Education. The results show that the inquiry activities in the five versions of textbooks in China cannot meet the requirements of authentic scientific inquiry regardless of the degree of openness or operationality of cognitive processes and are not conducive to develop students{\textquoteright} scientific inquiry skills and scientific reasoning skills. The authors of science textbooks should take note of the latest insights from the world of academia and develop some new authentic scientific inquiry tasks to update textbooks in a prompt manner in order to improve the students{\textquoteright} abilities of scientific inquiry. For the textbook reviewers, the present research not only provides them with specific findings, but also provides them with a method to evaluate textbooks.},
	keywords = {content analysis, physics textbook, scientific inquiry activity, textbook evaluation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.229},
	url = {http://oaji.net/articles/2017/987-1523527128.pdf},
	author = {Xiying Li and Liusu Wang and Jiliang Shen and Jingying Wang and Weiping Hu and Yinghe Chen and Renhe Tian}
}
@article {658,
	title = {AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {277-287},
	abstract = {The importance of plants is not as clearly understood as that of animals. This lack of attention is called {\textquotedblleft}plant blindness{\textquotedblright} and is considered one of the most important problems in biology education. Textbooks do not put much emphasis on plants and, therefore, they may contribute to plant blindness. In this research, ten textbooks used for teaching at the basic education level in Turkey were analyzed for plant blindness using the document analysis method. The words and photographs associated with plants and animals were analyzed. The data analysis did not find any evidence that could lead to a conclusion of plant blindness based on the text and photos of these textbooks. However, if the number of plant and animal species covered is increased, and more words and photos are used to introduce these species, children will become more familiar with plants and animals. Besides textbooks, other educational tools can be analyzed in terms of plant blindness to expand on the related literature. },
	keywords = {document analysis, photograph in textbook, plant blindness, written text},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.277},
	url = {http://oaji.net/articles/2017/987-1523527409.pdf},
	author = {Berat Ahi and Volkan Atasoy and Sibel Balci}
}
@article {700,
	title = {BEST PRACTICES OF ASSESSMENT AS A WAY TO PROMOTE EFFECTIVE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {748-750},
	abstract = {The conceptual understanding presents a key component of science expertise, and thus the most desirable outcome of science education process. However, reports in the literature describe the opposite reality. The viva voce assessment is probably the oldest type of knowledge examination. Yet, contemporary issues such as the continued expansion of the curricula at all levels of education, large lecture at tertiary level and many other objective reasons, have made written exams more widespread in the teaching practice. Unfortunately, this has made many students learning for tests, and many teachers teaching to the test, thus ultimately turning teaching practice into students{\textquoteright} preparation to test well. },
	keywords = {Conceptual Understanding, knowledge examination, science expertise, teaching practice},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.748},
	url = {http://oaji.net/articles/2017/987-1539418039.pdf},
	author = {Du{\v s}ica D. Rodi{\'c}}
}
@article {675,
	title = {BIOLOGY EDUCATION STUDENTS{\textquoteright} MENTAL MODELS ON GENETIC CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {474-485},
	abstract = {This research aims to explore the concept of mental model of students about genetic concepts through drawing-writing test. The participants were 85 students of Biology Education at University of Lampung, which has taken genetics course. Mental model of students was categorized into five levels (levels 1-5) based on coding framework which was adapted from Kose (2008) and Saka et al. (2006).  The results showed that the most dominant mental models found in each concept through drawing-writing test (D/W) respectively were D3/W3 (drawings with misconceptions/partial understanding with alternative conceptions) on the concept of "genetic materials", D2/W2 (non-representational drawings/alternative conceptions) on the concept of "heredity", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene expression", D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of "gene regulation in metabolic processes", and D1/W2 (no understanding/alternative conception) on the concept of "gene regulation of the growth and development of an organisms". The results indicated that drawing-writing test can be used in probing the learning difficulties and misconseption on genetics.},
	keywords = {drawing-writing test, genetic concepts, Mental Models},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.474},
	url = {http://oaji.net/articles/2017/987-1529509132.pdf},
	author = {Tri Jalmo and Tri Suwandi}
}
@article {674,
	title = {THE COGNITIVE STRUCTURE OF PRE-SERVICE SCIENCE TEACHERS ABOUT ENERGY METABOLISM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-473},
	abstract = {In this research word association test was used to explore the cognitive structure of Pre-service science teachers about biological energy metabolism. The participant group constitutes 67 Pre-service students at a university in Black Sea Region of Turkey. Ten key concepts in General Biology course were given as a stimulating word and a mind map was established by using the frequency values of valid response words. The results showed that the total number of different response words for the key word {\textquotedblleft}enzyme{\textquotedblright} is the highest with {\textquotedblleft}cell{\textquotedblright} and {\textquotedblleft}energy{\textquotedblright} being higher than others and for the key word {\textquotedblleft}photosynthesis{\textquotedblright} is the lowest. The mind map also showed that they based their cognitive perceptions of the biological energy mechanism mostly on scientific concepts that are emphasized in the lessons and are academically acknowledged and included in the concepts used in everyday life at the least. However, they were not able to see the key concept {\textquotedblleft}enzymes{\textquotedblright} as a part of branched network and they had also problems regarding the respiratory event in the plants as well as realization process of photosynthesis in the cellular level. Implications of the results in terms of understanding the subject of biological energy metabolism are also discussed.},
	keywords = {biological energy metabolism, cognitive structure, mind map, Pre-Service Science Teacher, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.462},
	url = {http://oaji.net/articles/2017/987-1529509067.pdf},
	author = {Ye{\c s}im Yener and Mehmet Bahar and Naciye Somuncu Demir and Mustafa Y{\i}lmaz and D{\"u}ndar Yener}
}
@article {660,
	title = {THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-319},
	abstract = {Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5\%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.},
	keywords = {and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.300},
	url = {http://oaji.net/articles/2017/987-1523527582.pdf},
	author = {Budi Jatmiko and Binar Kurnia Prahani and Munasir and Z.A. Imam Supardi and Iwan Wicaksono and Nia Erlina and Paken Pandiangan and Rosyid Althaf and Zainuddin}
}
@article {635,
	title = {CONCEPT FORMATION: PHYSICS TEACHER AND HIS KNOW-HOW AND KNOW-WHY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-7},
	abstract = {Physics education is an easy job, making people happy. It is an easy job for all, including teachers and learners. Do you agree? I do, but probably it is good to try to discuss these words somehow in details.
Quite often we see, even in our Journal, research results proving that Physics is not so popular. Physics courses require thinking, using correct words, not making too much algebra and calculation mistakes, using arguments. Really, a reasonable portion of pupils does not find Physics lessons as a source of happiness.},
	keywords = {concept formation, normative knowledge, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.04},
	url = {http://oaji.net/articles/2017/987-1519059651.pdf},
	author = {Peter Demkanin}
}
@article {666,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {363},
	abstract = {Contents, JBSE, Vol. 17, No. 3, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1529508517.pdf},
	author = {Editorial Board}
}
@article {681,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {531},
	abstract = {Contents, JBSE, Vol. 17, No. 4, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1533842488.pdf},
	author = {Editorial Board}
}
@article {699,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {747},
	abstract = {Contents, JBSE, Vol. 17, No. 5, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1539417866.pdf},
	author = {Editorial Board}
}
@article {634,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 17, No. 1, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1519059513.pdf},
	author = {Editorial Board}
}
@article {649,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {183},
	abstract = {Contents, JBSE, Vol. 17, No. 2, 2018},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1523526397.pdf},
	author = {Editorial Board}
}
@article {714,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {911},
	abstract = {Contents, Vol. 17, No. 6, 2018, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1544775653.pdf},
	author = {Editorial Board}
}
@article {685,
	title = {CONTEXTUALIZATION OF SPATIAL INTELLIGENCE: CORRELATION BETWEEN SPATIAL INTELLIGENCE, SPATIAL ABILITY, AND GEOGRAPHY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {564-575},
	abstract = {This research attempted to find whether spatial intelligence (without context) has a correlation to (contextual) spatial ability and affects geographic skills as crystallized ability (Gc). It employed the descriptive method with subjects including students at the primary, junior high, and senior high schools. The data were collected through two instruments, namely test and questionnaire. Data of test results were processed by tabulation technique and correlated for the scores of spatial intelligence, spatial ability, and geographic skills. The results show that spatial intelligence (Gf) tended to increase from the level of primary to junior high and to senior high school level, whereas spatial ability (Gc) and geographic skills (Geo-s) tended to decrease. Despite the decline, all three (Gf, Gc, and Geo-s) had the potentials for improvement. Thus, geography teachers are encouraged to participate in improving students{\textquoteright} spatial and geographic skills, so students can develop their potentials optimally for geographic skills and future career development.},
	keywords = {contextualization, crystallized intelligence, geographic skills, intelligence and skill correlation, spatial intelligence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.564},
	url = {http://oaji.net/articles/2017/987-1533708545.pdf},
	author = {Ahmad Yani and Asep Mulyadi and Mamat Ruhimat}
}
@article {686,
	title = {THE CONTRIBUTION OF TEACHER PREPARATION ON GRADE 8 STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT IN TIMSS: A COMPARATIVE STUDY BETWEEN MALAYSIA AND SINGAPORE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-589},
	abstract = {The ultimate aim of this research  was to explore the contribution of teacher preparedness or readiness (in terms of their academic background, confidence in teaching science and career satisfaction) towards the achievement in science among Malaysian and Singaporean eighth-graders. The TIMSS 2011 international assessment of student achievement at the eighth grade comprises written tests together with sets of questionnaires that gather information on the educational and social contexts for achievement in science. The TIMSS 2011 science achievement scale was used to gauge Grade 8 students{\textquoteright} science achievement. Confidence in Teaching Science Scale and Teacher Career Satisfaction Scale was used to explore science teachers{\textquoteright} confidence in teaching science and career statisfaction, respectively. Data were obtained from 5,733 Malaysian students and 5,927 Singaporean students who participated in the TIMSS 2011 study using two-stage random sample design.Higher science achievement among Singaporean eighth grade students was related to teachers having more teaching experience, being confident in  science teaching, and being satisfied with  careers . However, these findings were not evident in Malaysia. The findings of such a research may help science educators and policy makers to identify and nurture the strong learning prerequisites of early adolescents in different education systems.},
	keywords = {career satisfaction, confidence in teaching science, Science Achievement, teacher preparation, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.576},
	url = {http://oaji.net/articles/2017/987-1533708650.pdf},
	author = {Yoon Fah Lay and A.L. Chandrasegaran}
}
@article {698,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {745-746},
	abstract = {Cover page, JBSE, Vol. 17, No. 5, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1539417829.pdf},
	author = {Editorial Board}
}
@article {633,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 17, No. 1, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1519059475.pdf},
	author = {Editorial Board}
}
@article {648,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {180-182},
	abstract = {Cover page, JBSE, Vol. 17, No. 2, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1523526357.pdf},
	author = {Editorial Board}
}
@article {665,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {361-362},
	abstract = {Cover page, JBSE, Vol. 17, No. 3, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1529508472.pdf},
	author = {Editorial Board}
}
@article {713,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {909-910},
	abstract = {Cover page, Vol. 17, No. 6, 2018, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1544775608.pdf},
	author = {Editorial Board}
}
@article {680,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {529-530},
	abstract = {Cover, JBSE, Vol. 17, No. 4, 2018},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1533708155.pdf},
	author = {Editorial Board}
}
@article {676,
	title = {A DESCRIPTION OF VISUAL LITERACY AMONG THIRD YEAR BIOCHEMISTRY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {486-495},
	abstract = {The use of visual models in teaching, learning and research has increased. Consequently, students have to develop various new competencies including visual literacy in order to learn efficiently. However, visual literacy among biochemistry students is not well documented. Using quantitative research methodology, the current research was aimed at determining visual literacy among biochemistry students. The participants were 74 purposefully selected third year undergraduate biochemistry students from the University of KwaZulu-Natal. The data were collected using a Senior Aptitude test and BioVisual Literacy test. The results show that students performed well in the sub-sections of the Senior Aptitude test including patterns test and spatial perception 2D test. They had difficulties with non-verbal reasoning with figures and spatial visualization 3D tests, as well as with the BioVisual Literacy tests. The results suggest that students generally have poor visual literacy, which could affect their ability to comprehend content knowledge in biochemistry. },
	keywords = {biochemistry, biovisual literacy, senior aptitude, visual literacy, visuo-spatial abilities},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.486 },
	url = {http://oaji.net/articles/2017/987-1529509197.pdf},
	author = {Lindelani Mnguni}
}
@article {653,
	title = {DESIGN, DEVELOPMENT AND EVALUATION OF A PROBLEM-BASED WITH COOPERATIVE MODULE ON SCIENTIFIC CREATIVITY OF PRE-SCHOOLERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-228},
	abstract = {The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBL-CL) and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included five phases: Analysis, Design, Development, Implementation, and Evaluation. Formative evaluation was conducted to determine the reliability, content validity, pedagogical usability and pre-schoolers{\textquoteright} acceptability of the module, which involved five subject matter experts, 10 pre-school teachers, and 30 six-year-old pre-schoolers. The results of formative evaluation indicated an acceptable reliability, good content validity, high acceptability among the pre-schoolers, and high level of pedagogical usability. Finally, a pre- and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the PBL-CL module. A total of 144 six-year-old pre-schoolers from three pre-schools were randomly assigned to PBL-CL group (n=72) and control group (n=72). The finding of Paired Sample T-test and Independent T-test established the effects of the PBL-CL module and would therefore represent a reliable, credible, and effective teaching and learning module for fostering scientific creativity among pre-schoolers.},
	keywords = {ADDIE model, Cooperative learning, pre-schoolers, Problem-Based Learning, scientific creativity, teaching and learning module},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.215},
	url = {http://oaji.net/articles/2017/987-1523526704.pdf},
	author = {Siew, N. M. and Mui Ken Chin}
}
@article {636,
	title = {DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {8-18},
	abstract = {Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational settings. By employing qualitative research, the researcher attempts to explore the learners{\textquoteright} perception of the use of infographics. This research involved the researcher working independently on an in-class research project with 40 third-year undergraduate students. The pre-service science teachers were required to individually create an infographic related to the upper secondary school science curriculum. The findings indicated that the pre-service teachers expressed positive viewpoints about the infographics assignment. When the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning. The findings also indicated that this research created a meaningful experience for the pre-service teachers in engaging technology. This research essentially promoted innovations in teaching and learning of the course that encouraged student engagement with technology.},
	keywords = {educational technology, infographic, pre-service science teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.08},
	url = {http://oaji.net/articles/2017/987-1519059712.pdf},
	author = {Hidayah Mohd Fadzil}
}
@article {646,
	title = {DETERMINATION OF EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT IN THE FLIPPED BIOLOGY CLASSROOM IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-176},
	abstract = {The Flipped Classroom (FC) is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercises. Despite its considerable publicity, the studies focused on the FC in primary education are deficient. The aim of this research is to determine efficiency and students{\textquoteright} involvement in the flipped Biology classroom in primary school, compared to the conventional classroom (CC) approach. Educational efficiency and students{\textquoteright} involvement are measured by combining the values of the students{\textquoteright} performance and mental effort on the test. Each task in the test was followed by the 5-point Likert scale for evaluation of invested mental effort. The total sample of this research included 112 students, aged from 12 to 13. The results show that the FC approach contributes to the reduction of the students{\textquoteright} mental effort and an increase in the students{\textquoteright} performance. On the basis of calculated efficiency and students{\textquoteright} involvement of applied teaching approaches, it was concluded that the FC represents a feasible and efficient approach to Biology primary education.},
	keywords = {biology education, educational efficiency, flipped classroom, mental effort, primary school, students{\textquoteright} involvement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.162},
	url = {http://oaji.net/articles/2017/987-1519060434.pdf},
	author = {Vera S. {\v Z}upanec and Branka N. Radulovi{\'c} and Tijana Z. Pribi{\'c}evi{\'c} and Tomka G. Miljanovi{\'c} and Vujadin G. Zdravkovi{\'c}}
}
@article {723,
	title = {DEVELOPMENT AND EVALUATION OF AN INTEGRATED PROJECT-BASED AND STEM TEACHING AND LEARNING MODULE ON ENHANCING SCIENTIFIC CREATIVITY AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1017-1033},
	abstract = {This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students{\textquoteright} responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach{\textquoteright}s value of .65 to .87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. },
	keywords = {fifth graders, Project-based learning, scientific creativity, STEM},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1017},
	url = {http://oaji.net/articles/2017/987-1544860506.pdf},
	author = {Siew, N. M. and Norjanah Ambo}
}
@article {722,
	title = {DEVELOPMENT OF AN ATTITUDE SCALE TO MEASURE ATTITUDES TOWARDS ORGAN TRANSPLANTATION AND DONATION OF PRESERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1005-1016},
	abstract = {Today, there is a great discrepancy between the number of recipient patients on waiting lists for an organ transplant and the number of donated organs. Negative attitudes toward organ donation are important factors in the lack of donors. Education is an important tool to change attitudes, so it is important to determine the attitudes of teachers and pre-service teachers. The aim of this research was to develop a reliable and valid scale to evaluate pre-service teachers{\textquoteright} attitudes towards organ transplantation and donation (OTD).
	The attitude scale development process was conducted on three different pre-service teachers{\textquoteright} groups for the purposes of performing the exploratory factor analysis (n=208), confirmatory factor analysis (CFA) (n=480) and test-retest correlation (n=62) of the scale.  
	It was established that the scale had two factor structure consisting of a total of 20 items. It was determined that the two factors determined explain 61.749\% of the total variance.  The CFA values confirmed the two-factor model with acceptable goodness of fit indices. The Cronbach Alpha coefficient for the total scale was calculated as .900. Test-retest reliability was calculated as .951.
	Finally, the results demostrated that this scale is able to measure pre-service teachers{\textquoteright} attitudes related to OTD use reliably.
},
	keywords = {attitude scale development, organ donation, organ transplantation, pre-service teachers},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1005},
	url = {http://oaji.net/articles/2017/987-1544860430.pdf},
	author = {G{\"u}l{\c s}ah G{\"u}rkan and Sibel Kahraman}
}
@article {717,
	title = {DEVELOPMENT OF AN OPTICS INTEREST AND EXPERIENCE SCALE (OIES) AND EXPLORING GENDER DIFFERENCES IN PROSPECTIVE TEACHERS{\textquoteright} INTEREST AND EXPERIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {935-944},
	abstract = {In this research, the development of the Optics Interest and Experience Scale (OIES) was discussed in the first stage, and the gender differences of prospective teachers in their interest and experience were explored with OIES in the second stage. The data were collected from 228 prospective teachers from eleven universities in Turkey. For content and face validity, a theoretical framework for the OIES was established by a detailed literature review and expert opinions were consulted. For the construct validity, the principal component factor analysis was used. The final form of the scale was composed of 33 items and had two main factors namely: {\textquoteleft}experience{\textquoteright}and {\textquoteleft}interest{\textquoteright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of .906 for the whole scale, .886 for the experience factor, .851 for the interest factor. MANOVA analysis was conducted to explore gender differences in interest and experience scores of prospective teachers in geometrical optics. There was a statistically significant difference between males and females on the combined dependent variables. When the results for the dependent variables were considered separately, the only difference to reach statistical significance was experience such that females reported slightly higher experience in geometrical optics than males. },
	keywords = {experience, gender differences, geometrical optics, interest, scale development},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.935},
	url = {http://oaji.net/articles/2017/987-1544775899.pdf},
	author = {Derya Kaltakci-Gurel}
}
@article {705,
	title = {DEVELOPMENT OF CCDSR TEACHING MODEL TO IMPROVE SCIENCE PROCESS SKILLS OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {812-827},
	abstract = {CCDSR teaching model is physics teaching with the scientific activities by design to improve science process skills and its learning. This research was conducted to develop and produce a qualified CCDSR teaching model to improve the science process skills of pre-service physics teachers. The analysis of CCDSR teaching models{\textquoteright} quality was done by using mean validity score, Cronbach{\textquoteright}s coefficient alpha, Paired t-test, N-gain, and ANOVA test. The results showed that the CCDSR teaching model was proved to be qualified (valid, practical, and effective) to improve the science process skills of pre-service physics teachers. Based on response results was that the CCDSR teaching model can improve the learning skills of science process skills (designing and implementing science process skills learning) owned by pre-service physics teachers. The implication of this research is that the CCDSR teaching model can be an innovative solution to improve science process skills of pre-service physics teachers.},
	keywords = {CCDSR teaching model, pre-service physics teachers, research and development, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.812},
	url = {http://oaji.net/articles/2017/987-1539418351.pdf},
	author = {Iqbal Limatahu and Wasis and Suyatno Sutoyo and Binar Kurnia Prahani}
}
@article {696,
	title = {DEVELOPMENT OF PRE-SERVICE TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {728-741},
	abstract = {In the research, the purpose was to implement and evaluate an interdisciplinary curriculum that aimed at developing social sciences pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. This research was based on case study design. In order to collect the research data, the methods of observation, interview and document analysis were used. For the analysis of the data, the inductive content analysis approach was applied. The results of the analysis demonstrated that the curriculum implemented had positive influence on the pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. In this respect, it was found that the curriculum helped develop the participants{\textquoteright} lack of skills and knowledge about the subjects related to {\textquotedblleft}nature of scientific models, nature of observations and values guiding scientists in their work and social lives{\textquotedblright} included in the content of nature of science. In addition, it was revealed that the pre-service teachers{\textquoteright} lack of readiness made the implementation process difficult. },
	keywords = {curriculum development, interdisciplinary curriculum, nature of science, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.728},
	url = {http://oaji.net/articles/2017/987-1533842524.pdf},
	author = {Ye{\c s}ilpinar Uyar M. and Tuba Demirel and Ahmet Do{\u g}anay}
}
@article {708,
	title = {DIFFERENT USER GROUPS OF UNIVERSITY STUDENTS AND THEIR ICT COMPETENCE: EVIDENCE FROM THREE COUNTRIES IN CENTRAL EUROPE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-866},
	abstract = {The preferences in the use of ICT at school and at home are varied among young people due to development of ICT in the 21st century environment. Educators need to pay attention to differences among groups of ICT users and their influence on teaching and the learning process. The purpose  of this research  was to identify the levels of ICT competence of university students and to assess differences in their use  of ICT with special focus on social networks and mobile phones. The questionnaire survey at four universities in three countries was conducted to identify how university students use ICT for learning and out-of-school activities. The participants were 1348 university students. The obtained results only partially confirmed the general assumption that young people (Millennials) in contemporary society are characterized by skilled use of ICT in their everyday life. The application of cluster analysis found four different user groups according to their use of ICT in their life. Educators should be aware of the user groups{\textquoteright} differences among students and take them into account when planning, implementing and evaluating the teaching and learning process.},
	keywords = {ICT competence, ICT use, university students, user groups},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.851 },
	url = {http://oaji.net/articles/2017/987-1539418548.pdf},
	author = {Ludv{\'\i}k Eger and Milan Klement and {\L}ukasz Tomczyk and M{\'a}ria Piso{\v n}ov{\'a} and Gabriela Petrov{\'a}}
}
@article {672,
	title = {DIFFERENTIATION IN SAUDI PRE-SERVICE SCIENCE TEACHER PROGRAM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {428-445},
	abstract = {Saudi students{\textquoteright} science academic performance has declined as evidenced by (TIMSS). Saudi science teachers are characterized as using the lecture format without considering individual student differences and failing to provide differentiated Method (DM). This paper reports on an effort to help female Saudi pre-service science teachers (PSST) develop DI knowledge and skills, striving to discern how they understood and practiced differentiation during their field experience after completing a specially-designed DM-focused university course. A mixed method research design followed a sequential, connected approach wherein quantitative data were collected through classroom observations (N=47) using a Likert scale observation instrument followed by qualitative interviews (n=11). The pre and post averages of differentiated teaching skills in the DM planning stage were statistically significant (p=.0001). The PSSTs moved from very small to moderate mastery on virtually all 10 planning items, from 1.75 to 2.99 on a five-point Likert scale. The DM implementation stage (20 items) also reflected a statistically significant difference with scores moving from 1.68 to 3.01 (moderate mastery). Interview qualitative data confirmed and elucidated the quantitative results. The course was deemed effective in developing PSSTs{\textquoteright} differentiated teaching skills (statistically significant, p=.01). Teaching PSSTs about DM should improve Saudi students{\textquoteright} science academic achievement.},
	keywords = {differentiation, pre-service science teachers, Saudi Arabia, teacher education, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.428},
	url = {http://oaji.net/articles/2017/987-1529508952.pdf},
	author = {Alghamdi, A. K. H. and Saiqa Azam}
}
@article {645,
	title = {DIVERSIFICATION OF REASONING SCIENCE TEST ITEMS OF TIMSS GRADE 8 BASED ON HIGHER ORDER THINKING SKILLS: A CASE STUDY OF INDONESIAN STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {152-161},
	abstract = {The aim of this research was to assess the classification of science test items of TIMSS grade 8 based on higher order thinking skills (HOTS) and determine whether those classified-science test items can be an assessment tool in science class. Sixteen sample test items of HOTS were chosen from 37 reasoning items of TIMSS 1999, 2003, and 2011; which were 6 of analysing, 6 of evaluating, and 4 of creating. The selected items were tested to 410 ninth grade students in 14 public schools in Jember, Indonesia. Data were analysed by using point-biserial correlation to measure the index of discrimination and degree of difficulty at items of each level of HOTS test. The result revealed that the point-biserial index of discrimination for each item was higher than 0.25. The degree of difficulty of analysing, evaluating and creating test items exhibited a similar trend, which was in good range. Each test item has significant validity. Whilst reliability analysis showed that each test item was acceptable and indicating a high level of internal consistency. In conclusion, the classified science test items of TIMSS are good to use as assessment tools to measure HOTS of students in science class.},
	keywords = {higher order thinking skills, point biserial correlation, science test items},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.152},
	url = {http://oaji.net/articles/2017/987-1519060370.pdf},
	author = {Anjar Putro Utomo and Erlia Narulita}
}
@article {677,
	title = {EDUCATIONAL SHORT VIDEOS TO UTILIZE IN THE BIOCHEMISTRY LABORATORY: OPINIONS OF UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {496-523},
	abstract = {This research aimed to reveal the opinions of the university students who conducted original educational videos context for the experiments in the Biochemistry laboratory course. Participants were fourth year students (N=40) of the Mathematics and Science Education Department, in Chemistry Education Program. A case study was used and carried out during the Spring term of 2014 at the Faculty of Education of Dokuz Eylul University in Izmir, Turkey. The students designed and took participation in educational short videos. Besides, each group students prepared poster presentations of their video at the end of the 14-week implementation process. To collect data, semi-structured interviews were used. The interview results of the research showed that learning was more meaningful and valid through this laboratory course because the students attended the course with interest and favor and motivated positively. Eventually, the educational short videos can be a powerful convincing learning tool for students. },
	keywords = {Active learning, biochemistry laboratory, educational short video, multimedia learning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.496},
	url = {http://oaji.net/articles/2017/987-1529509255.pdf},
	author = {Melis Arzu Uyulgan and Nalan Akkuzu}
}
@article {710,
	title = {THE EFFECT OF FIFTH-GRADE STUDENTS{\textquoteright} SCIENCE ANXIETY ON METACOGNITIVE AWARENESS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {878-886},
	abstract = {Successful students who do not experience anxiety can participate in future progress both at local and international levels. It is necessary to identify students{\textquoteright} anxiety and to enhance research into the effect of anxiety on the cognitive burden of science, which is one of the top priorities for future progress. Thus, the main aim of this research was to explore the effect of students{\textquoteright} science anxiety on metacognitive awareness. The research, therefore, adopts a relational survey model and uses a random selection sampling method. The sample consisted of 346 students with an equal number of males and females. To explore the effect of fifth-grade students{\textquoteright} science anxiety on metacognitive awareness, data were collected by means of a prepared three-part sample form. The first part of the form collected data about gender, classroom size and school campus. The second part contained an anxiety scale for science and technology lessons and the last part used a metacognitive awareness scale. The research results showed that gender is not an important factor for anxiety or metacognitive awareness, but classroom size has an important effect on science anxiety. Nonetheless, students{\textquoteright} science anxiety is a significant predictor of their metacognitive awareness. },
	keywords = {metacognitive awareness, relational survey model, science anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.878},
	url = {http://oaji.net/articles/2017/987-1539418697.pdf},
	author = {Alkis K{\"u}{\c c}{\"u}kayd{\i}n, M.}
}
@article {684,
	title = {THE EFFECT OF VISUALIZATION TYPE AND STUDENT SPATIAL ABILITIES ON LEARNING ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {551-563},
	abstract = {Students{\textquoteright} spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type  and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. },
	keywords = {dynamic visualization, learning achievement, science instruction, spatial ability, static visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.551},
	url = {http://oaji.net/articles/2017/987-1533708452.pdf},
	author = {I Gde Wawan Sudatha and I Nyoman Sudana Degeng and Waras Kamdi}
}
@article {644,
	title = {EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND RESPONSIBILITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {136-151},
	abstract = {The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students{\textquoteright} scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students{\textquoteright} responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students{\textquoteright} scientific creativity and responsibility at α = 5\%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students{\textquoteright} scientific creativity and responsibility.},
	keywords = {creative responsibility based teaching, first year students, physics learning, responsibility attitude, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.136},
	url = {http://oaji.net/articles/2017/987-1519060300.pdf},
	author = {Suyidno and Mohamad Nur and Leny Yuanita and Binar Kurnia Prahani and Budi Jatmiko}
}
@article {720,
	title = {THE EFFECTIVENESS OF EVIDENCE-BASED REASONING IN INQUIRY-BASED PHYSICS TEACHING TO INCREASE STUDENTS{\textquoteright} SCIENTIFIC REASONING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {972-985},
	abstract = {Evidence-Based Reasoning (EBR) is a framework of inquiry-based teaching for developing scientific reasoning. This research aims to analyze the effectiveness of EBR in inquiry-based Physics teaching to improve students{\textquoteright} scientific reasoning. Applying Slovin formula for sample determination, the research involved 139 upper-secondary school students with similar prior knowledge. This research used one group pre-test post-test design with replication. The effectiveness of teaching on improving scientific reasoning was analyzed by using Paired Sample T-test. ANOVA was used to analyze the consistency of the teaching effectiveness across in test group. The findings indicated that EBR effectively improved students{\textquoteright} scientific reasoning in inquiry-based Physics teaching based on two main grounds. On the first, the significance was ensured by N-gain category of scientific reasoning component, which proved (a) control of variables reaching high category, (b) proportional thinking at moderate category; c) probabilistic thinking reaching moderate category, (d) hypothetical-deductive reasoning attaining low category; and (e) correlational thinking achieving low category. In addition, the level of scientific reasoning has attained the experience characterized by slightly imperfect answers. Students voiced positive response to EBR, which stated that it helped them engage in scientific reasoning in Physics learning. They also voiced the general opinion on EBR and inquiry-based learning in general.},
	keywords = {evidence-based reasoning, inquiry teaching, physics teaching, scientific reasoning},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.972},
	url = {http://oaji.net/articles/2017/987-1544860279.pdf},
	author = {Nia Erlina and Endang Susantini and Wasis and Iwan Wicaksono and Paken Pandiangan}
}
@article {719,
	title = {THE EFFECTIVENESS OF OIDDE LEARNING MODEL IN THE IMPROVEMENT OF BIOETHICS KNOWLEDGE, ETHICAL DECISION,  AND ETHICAL ATTITUDE OF BIOLOGY PRE-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {960-971},
	abstract = {The aim of this research was to (1) compare the effectiveness of OIDDE (Orientation, Identify, Discussion, Decision, and Engage in Behavior) learning model and conventional learning models in improving bioethics knowledge; (2) compare the effectiveness of OIDDE learning model and conventional learning models in improving ethical decision-making abilities; (3) comparing the effectiveness of OIDDE learning model and conventional learning model in improving ethical attitudes. The research design was a quasi experimental non-equivalent control group design pre-test post-test. The research population was the second semester students of the biology pre-service teachers{\textquoteright} department of biology education of the FTTE Muhammadiyah University of Malang. Sampling was done by simple random sampling and obtained 76 students were devided into 37 students in the experimental group and 39 students in the control group. Data collecting is carried out through bioethical knowledge tests, and ethical decision- making, and scoring of ethical attitudes. Data were analyzed by ANCOVA, Kolmogorv-Smirnov, and unpaired T test. The results showed that there were significant differences in the effectiveness of achieving improved bioethics knowledge, ethical decision making, and ethical attitudes between OIDDE and conventional learning models, namely the effectiveness of OIDDE learning models higher than conventional learning models.},
	keywords = {bioethics knowledge, biology pre-service teachers, ethical attitudes, ethical decisions, OIDDE learning model},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.960},
	url = {http://oaji.net/articles/2017/987-1544861462.pdf},
	author = {Atok Miftachul Hudha and Mohamad Amin and Sutiman Bambang Sumitro and Sa{\textquoteright}dun Akbar}
}
@article {702,
	title = {EFFECTIVENESS OF POLYA PROBLEM-SOLVING AND TARGET-TASK COLLABORATIVE LEARNING APPROACHES IN ELECTRICITY AMONGST HIGH SCHOOL PHYSICS STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {765-777},
	abstract = {This research reports on the effectiveness of Polya Problem-Solving and Target-Task collaborative learning approaches in electricity amongst high school physics students. It also includes a gender focus. It was an experimental research with a pre-test post-test control group design. The experimental groups were exposed to Polya Problem-Solving approach and Target-Task collaborative learning approach while the control group were exposed to conventional teaching.  A total of 180 students were selected and divided equally into three groups, 60 (male adolescent and female adolescent) each. The students were initially pre-tested, followed by teaching and learning in electricity using the treatments, and finally they were post-tested using the Performance Test in Current Electricity (PTCE). Data were analyzed quantitatively with descriptive statistics and ANCOVA, and the research hypotheses were tested at .05 alpha level of significance. The research confirmed that both the treatments, Polya Problem-Solving and Target-Task collaborative learning approaches enhanced the performance of the students based on gender and scoring abilities compared with the conventional teaching.},
	keywords = {collaborative learning, conventional teaching, gender, performance, physics students{\textquoteright}, Polya problem-solving, target-task},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.765 },
	url = {http://oaji.net/articles/2017/987-1539418165.pdf},
	author = {Ademola Olatide Olaniyan and Nadaraj Govender}
}
@article {673,
	title = {THE EFFECTS OF ELECTIVE COURSE DESIGNED WITH DIFFERENT CONTENTS ON PRE-SERVICE SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY BELIEFS AND KNOWLEDGE ABOUT ORGANIZING CURRICULUM BASED FIELD TRIPS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {446-461},
	abstract = {This research examined the effect of a course designed with different content on pre-service science teachers{\textquoteright} self-efficacy beliefs and knowledge about organizing curriculum-based trips.  A pre-test post-test quasi experimental design was used in the research. One-hundred and thirty pre-service science teachers participated in the research. The research was carried out within the context of an elective course called {\textquotedblleft}Informal Learning Environments in Science Education{\textquotedblright} and was conducted over 14 weeks in total for two hours per week. The research data were obtained by means of a questionnaire, self{\textendash}efficacy scale for designing curriculum-based field trips (CFTSES) and semi-structured focus-group interviews. As a result of the research, it was found that the course content which included in-class and out-of-school setting practices in the 3rd group was the most effective. This was followed by the 2nd group which included only in-class implementations. The first group which was supported with visuals and theoretical related presented information was the group which was the least effected. The results of the research revealed that pre-service science teachers had mainly different concerns about safety, but that this did not deter them, as they still continued to design curriculum-based field trips for learners.     },
	keywords = {elective course, field trip, knowledge level, pre-service teachers, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.446},
	url = {http://oaji.net/articles/2017/987-1529509014.pdf},
	author = {Aykut Emre Bozdo{\u g}an}
}
@article {640,
	title = {EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {65-83},
	abstract = {This meta-analysis has two objectives: (a) to address the main effects of learning cycle models on students{\textquoteright} success in science; and (b) to address potential moderators of the effect of LC models. This meta-analysis was conducted by calculating the effect size of 75 studies, including theses and journal papers associated with the implementation of LC models published in Turkey. The studies were selected according to the following criteria: experimental studies on LC models in science courses at different educational levels. The studies, which were included within this scope, were carried out between the years of 2004-2016. As possible moderators of LC models; effects, type of publication, educational level, period, sample size and the year of construction were investigated. This moderator analysis indicates that there are significant differences among the effect sizes of the research. Nevertheless, the values of the general effect size of the researches provide a positive outlook to increase the students{\textquoteright} science success of the LC models. Considering the effects of LC model on the students{\textquoteright} science success, this research could be helpful to both researchers and practitioners in the field of science education.},
	keywords = {effect size, learning cycle models, meta-analysis, science success},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.65},
	url = {http://oaji.net/articles/2017/987-1519060007.pdf},
	author = {S{\"u}leyman Yaman and {\c S}adiye Kara{\c s}ah}
}
@article {718,
	title = {THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING OF SOLUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {945-959},
	abstract = {This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one{\textendash}way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. },
	keywords = {Cooperative learning, individual learning, particulate nature of matter, pedagogical-analogical models, solution chemistry},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.945},
	url = {http://oaji.net/articles/2017/987-1544861415.pdf},
	author = {Zehra Ozdilek and Seda Okumus and Kemal Doymus}
}
@article {709,
	title = {EFFECTS OF PROJECT-BASED ACTIVITIES IN DEVELOPING HIGH SCHOOL STUDENTS{\textquoteright} ENERGY LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {867-877},
	abstract = {Energy literacy is a key factor in ensuring the protection of the natural environment. Numerous studies on energy literacy have demonstrated the development of instructional methods to promote the willingness to save energy as a critical research subject. Through a project-based activity, this research explored how hands-on activities improve the energy literacy of students. A quasi-experimental design was adopted, namely a pre-test and post-test nonequivalent control group design. In total, 77 senior high school students participated in a 6-week teaching experiment. A single-factor analysis of covariance (ANCOVA) and multiple regression analyses were employed to analyze the collected data. The main findings were as follows: (1) Project-based hands-on activities helped improve the energy literacy of senior high school students; however, the effect was not statistically significant in both experimental and control groups. (2) The key factor influencing the energy conservation behavior of senior high school students was energy-related attitudes following the project-based learning process. },
	keywords = {energy literacy, project-based activity, senior high school students, solar-powered insect trap},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.867 },
	url = {http://oaji.net/articles/2017/987-1539418629.pdf},
	author = {Kuen-Yi Lin and Shao-Chuan Lu}
}
@article {639,
	title = {EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS{\textquoteright} MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {43-64},
	abstract = {The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student{\textquoteright}s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms.},
	keywords = {metacognition prompt, science teaching, technology-enhanced learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.43},
	url = {http://oaji.net/articles/2017/987-1519059947.pdf},
	author = {Eylem Y{\i}ld{\i}z Feyzio{\u g}lu and Ercan Akpinar and Nilg{\"u}n Tatar}
}
@article {662,
	title = {THE EFFECTS OF USING BLOG AS A WEB TOOL IN BIOLOGY TEACHING IN HIGH SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {331-342},
	abstract = {The Internet is a service where much information from the world of science, technology, fashion and entertainment can be found. With the development of mobile devices, information from the Internet has become available almost everywhere. This fact should be used to help students learn curriculum e-materials from smartphones, tablets and netbooks. One of the Internet services that can be successfully applied in teaching is a blog. This research has analyzed the effects of using blog as a web tool in biology teaching. The sample under research included 171 students divided into two groups: an experimental group which used a blog and a control group in which the teaching was conducted without a blog as a teaching tool. The students from both groups were first tested by means of a pre-test according to which the groups were at the same level of knowledge of biology and after covering the topic of Cytology both groups did the post-test. The research showed that the students who used the blog had statistically a significantly better result on the post-test.  Further research showed that students make equal progress at all levels of knowledge with the help of blogs and that the blog is the most useful to advanced students. },
	keywords = {blog in teaching biology, ICT in classroom, internet and education, learning biology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.331},
	url = {http://oaji.net/articles/2017/987-1523527728.pdf},
	author = {Tihomir Lazarevi{\'c} and Tomka Miljanovi{\'c} and Vera {\v Z}upanec and Goran Zari{\'c}}
}
@article {726,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {1056-1060},
	abstract = {End page, Vol. 17, No. 6, JBSE, 2018},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1544860675.pdf},
	author = {Editorial Board}
}
@article {697,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {742-744},
	abstract = {End page, JBSE, Vol. 17, No. 4, 2018},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1533709368.pdf},
	author = {Editorial Board}
}
@article {712,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {904-908},
	abstract = {End page, JBSE, Vol. 17, No. 5, 2018},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1539418803.pdf},
	author = {Editorial Board}
}
@article {647,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {177-180},
	abstract = {End page, Vol. 17, No. 1, 2018},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1519060475.pdf},
	author = {Editorial Board}
}
@article {664,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Other},
	chapter = {357-360},
	abstract = {End page, JBSE, Vol. 17, No. 2, 2018},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1523527826.pdf},
	author = {Editorial Board}
}
@article {679,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {525-528},
	abstract = {End page, JBSE, Vol. 17, No. 3, 2018},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1529509362.pdf},
	author = {Editorial Board}
}
@article {692,
	title = {ENHANCING STUDENTS{\textquoteright} CORRESPONDING REASONING OF COGNITIVE PERFORMANCES BY ANIMATED CONCEPT MAPPING IN ELECTROCHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {662-673},
	abstract = {The use of animated concept mapping (ACM) has been linked to an innovative learning skill when conducting students{\textquoteright} guidance of 4 corresponding reasoning processes in electrochemistry. This research aims to establish a new perspective with ACM cognitive reasoning to broaden students{\textquoteright} individual developments of problem-solving skills. It is followed by a quasi-experimental approach of pre-tests, post-tests and retention-tests designed for 274 qualified college students in Taiwan. All data collected from students{\textquoteright} learning performances and feedback is further analyzed by means of achievement covariance, t-tests and one-way ANOVA. Analytical results reveal that ACM facilitates learning comparisons and out-performances in two groups of students in different post-test and retention-test scores. Students{\textquoteright} positive feedback and learning disposition also provide the predominant advantage for participants{\textquoteright} successful reasoning processes. Pedagogical implications suggest that ACM learning performances result in more significant collaborative reasoning.   },
	keywords = {animated concept mapping, corresponding reasoning processes, electrochemistry learning performances, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.662},
	url = {http://oaji.net/articles/2017/987-1533709066.pdf},
	author = {King-Dow Su}
}
@article {725,
	title = {ENHANCING STUDENTS{\textquoteright} HIGHER ORDER THINKING SKILLS IN SCIENCE THROUGH INSTAD STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1046-1055},
	abstract = {This research aimed to examine the effectiveness of the INSTAD strategy in comparison to other teaching strategies such as Inquiry, student team{\textquoteright}s achievement division (STAD), and lecture method, to reduce the gap of higher order thinking skills between Upper Academic (UA) and Lower Academic (LA) groups of students.The research partipants were 136 7th grade students in total, which consisted of two groups of 36 UA and 36 LA students. The students were selected through a stratified random sampling from 27 Public Junior High Schools in Surakarta, Indonesia. The treatment classes were determined through an intact group. The research design employed pre-test-post-test non-equivalent control group of quasi experiment. The higher order thinking skills were measured by essay test sheet as an instrument. Data were analysed by utilizing ANCOVA with the pre-test score as the covariate. The findings revealed that INSTAD have optimally improved higher order thinking skills in comparison with the Inquiry, STAD, and lecture method. INSTAD{\textquoteright}s were proven able to reduce the gap of higher order thinking skills between UA and LA students rather than Inquiry, STAD, and lecture method as teaching strategies.},
	keywords = {higher order thinking skills, inquiry-based learning, INSTAD strategy, student team{\textquoteright}s achievement division},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1046},
	url = {http://oaji.net/articles/2017/987-1544860627.pdf},
	author = {Baskoro Adi Prayitno and Suciati and Eni Titikusumawati}
}
@article {655,
	title = {EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {239-251},
	abstract = {Understanding teacher{\textquoteright}s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. {\textquoteleft}Science Teaching Efficacy Belief Instrument-Form B{\textquoteright} (STEBI-B) was used to measure pre-service science teachers{\textquoteright} self-efficacy beliefs. {\textquoteleft}Work Tasks Motivation Scale for Teachers{\textquoteright} (WTMST) was used to measure teaching motivation. {\textquoteleft}Dimensions of Attitude towards Science{\textquoteright} (DAS) was used to measure attitudes towards teaching science whereas the {\textquoteleft}Behavioural Intention Scale{\textquoteright} was used to measure behavioural intention in teaching science among pre-service science teachers. Partial Least Square-Structural Equation Modelling approach was used to evaluate the reliability and validity of the instruments. Research findings concluded all instruments are valid and reliable to be used in future research. },
	keywords = {attitudes towards teaching science, behavioural intention, partial least square-structural equation modeling, Self-Efficacy Beliefs, teaching motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.239},
	url = {http://oaji.net/articles/2017/987-1523527189.pdf},
	author = {Sane Hwui Chan and Yoon Fah Lay}
}
@article {689,
	title = {FOURTEEN-YEAR-OLD STUDENTS{\textquoteright} MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-632},
	abstract = {Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the research. A chemistry achievement test comprising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students{\textquoteright} misconceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (misconceptions) for the chemical concept of the liquid state of water (66.5\%). The lowest level of misconceptions is related with the gaseous state of matter, because almost all students (98.5\%) solved the problem correctly. It can be concluded that the results of the research are significant for chemistry teachers because they can: select and apply adequate educational strategies to avoid the deepening or development of misconceptions and make the courses practically oriented by analysing students{\textquoteright} misconceptions and develop teaching strategies to minimise these problems in the chemistry classroom.},
	keywords = {chemical concepts, misconceptions, primary school, sub-micro level, symbolic level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.620},
	url = {http://oaji.net/articles/2017/987-1533708866.pdf},
	author = {Miha Slapni{\v c}ar and Valerija Tompa and Sa{\v s}a A. Gla{\v z}ar and Iztok Devetak}
}
@article {707,
	title = {GRADE 12 STUDENTS{\textquoteright} PERCEIVED SELF-EFFICACY TOWARDS WORKING LIFE SKILLS AND CURRICULUM CONTENT PROMOTED THROUGH SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {838-850},
	abstract = {This research was based on the concern that students didn{\textquoteright}t see the need for the acquisition of science skills and knowledge perceived as important in relation to different society issues and the world of work. The aim was to determine gymnasium students perceived self-efficacy towards working life skills as well as science curriculum, content-related topics. The sample was composed of grade 12 (N=1375) 18-19-year-old students. Data were obtained using a 4-point Likert scale questionnaire seeking to determine students{\textquoteright} perceived self-efficacy towards working life skills and topics in the science curriculum linked to disciplinary core ideas. In general, students perceived their self-efficacy to be above average towards most needed working life skills. However, it was much lower in areas related to problem-solving skills and understanding the nature of science. Results also indicated that the self-efficacy associated with purely Physics curriculum-related topics stood out as being much lower than for the other school science subject areas. Findings suggested there was a need to re-thinking the way science content was presented to students and to consider whether and how this could be restructured around core ideas in science in order to promote the development of problem-solving skills as an important aspect in enhancing working life skills. },
	keywords = {core ideas, science curriculum topics, science education, self-efficacy, working life skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.838 },
	url = {http://oaji.net/articles/2017/987-1539418472.pdf},
	author = {Regina Soobard and Helen Semilarski and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {703,
	title = {HERMENEUTIC PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS ABOUT SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {778-799},
	abstract = {Science education emphasizes the development of individuals{\textquoteright} ability to make comments, reasoning, and critical reflection while expressing their scientific thoughts. In this sense, future science teachers have great responsibility to develop those skills of the learners and their meaningful learning. Many researches emphasize hermeneutical thinking for disciplines such as mathematics and science to create meaningful learning. The current research aimed to reveal pre-service science teachers{\textquoteright} hermeneutical perspectives about science and to determine their existing ideas. For this aim, scientific problems presented to pre-service science teachers via scenarios, and how they developed their approaches to solve these problems, and whether they used hermeneutics in this process were examined. The hermeneutical perspectives of pre-service teachers were selected as a single case -by using qualitative research method- to have a deep understanding of their hermeneutical perspectives. The research group consisted of nine third-year-students. Semi-structured interviews prepared by the researchers were applied before and after the intervention in the research conducted for 14 weeks in Science Teaching Laboratory Applications-I course. The data were analysed by a descriptive analysis method. It has been evidenced that science-related hermeneutical perspectives of the pre-service science teachers have developed as a result of the problem-based scenario studies.},
	keywords = {hermeneutical perspective, hermeneutics, Pre-Service Science Teacher, scenario-based learning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.778},
	url = {http://oaji.net/articles/2017/987-1539418221.pdf},
	author = {Bilge Can and Asiye Bahtiyar and Hasret K{\"o}kten}
}
@article {663,
	title = {HEURISTIC REASONING OF PRE-SERVICE SCIENCE TEACHERS IN CHEMISTRY TOPICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {343-356},
	abstract = {The aim of the present research is to explain how the heuristics utilized by the students in a multiple choice examination on the general chemistry subject of {\textquotedblleft}chemical bonding theories and molecular structures{\textquotedblright} caused biases on intuitive judgment and decision making processes, using the three characteristics of associative memory (attribute substitution, fluency process and associative coherence). A mixed-methods approach, both qualitative and quantitative research methods, were used in this research. Therefore, both questionnaire and individual interview were utilized to collect data. The results of the current research demonstrated that the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students{\textquoteright} decision making processes were dependent on one or more of these three associative memory processes. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of participants on associative memory processes caused various biases, so participants often responded incorrectly to questions.},
	keywords = {chemical reasoning, chemistry education, intuitive judgments, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.356},
	url = {http://oaji.net/articles/2017/987-1523527782.pdf},
	author = {Mustafa Ugras}
}
@article {690,
	title = {IDENTIFYING INDONESIAN UPPER-SECONDARY SCHOOL STUDENTS{\textquoteright} ORIENTATIONS TO LEARN SCIENCE AND GENDER EFFECT THROUGH THE USE OF STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {633-648},
	abstract = {The purpose of this research is to examine Indonesian upper-secondary school students{\textquoteright} learning orientation in science via generating structural equation modeling of conceptions of, approaches to and self-efficacy in learning science, and seeking whether the model is significantly different based on gender. A total of 600 (63\% females) Indonesian upper-secondary school students completed a questionnaire with three constructs {\textendash} conceptions of, approach to and self-efficacy in learning science. Rasch analysis was conducted before testing the hypothesized model to examine the psychometric aspects of the instruments. Structural equation modeling featured with multi-group analysis-based gender was used to respond to the main research purpose. Findings indicated that the Indonesian upper-secondary school students had multiple conceptions of as well as multiple approaches to science learning that led to different senses of self-efficacy. Multiple conceptions and mixed approaches are the characteristics of students with achieving orientations. Most importantly, the current research found that conceiving learning science as memorizing was considered as the basis for the higher level of conceptions. The model significantly differed based on gender. Three main differences were Indonesian female students tended to be more conceiving science learning as memorization, using more surface motive and their self-efficacy was more impacted by their higher level of conceptions {\textendash} applying and understanding than males. Based on findings, gender issues in orientations to studying and Indonesian science education curriculum are discussed. },
	keywords = {conceptions of learning, gender, learning orientations, learning strategies, multi-group analysis, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.633},
	url = {http://oaji.net/articles/2017/987-1533708941.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {721,
	title = {IDENTIFYING MENTAL MODELS OF STUDENTS FOR PHYSICAL AND CHEMICAL CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {986-1004},
	abstract = {The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students{\textquoteright} misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in K{\"u}tahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models. },
	keywords = {chemical change, chemistry education, mental model, misconceptions, physical change},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.986},
	url = {http://oaji.net/articles/2017/987-1544860367.pdf},
	author = {Hasene Esra Yildirir and Hatice Demirkol}
}
@article {671,
	title = {THE IMPACT OF CARICATURE DRAWINGS IN THE ACQUISITION OF SCIENTIFIC CONCEPTS AND ATTITUDES OF 4TH GRADE STUDENTS FOR BASIC EDUCATION TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {414-427},
	abstract = {This research aimed to examine the impact of caricature drawings in the acquisition of scientific concepts and attitudes of 4th grade students for basic education towards science. The sample of the research consisted of 162 students from 4th grade. 
The results revealed that there were statistically significant differences at (p = .001) between the two groups in acquisition of scientific concepts in favour of experimental group. In addition to that, females scored significantly more than males in the post-test (p = .001), whereas the interaction between group and gender was not significant. 
The results also indicated that there were statistically significant differences (p = .001) between the two group in the attitudes towards science in favour of experimental group scores. The gender also has a significant impact on developing positive attitudes towards science in favour of females, whereas the interaction between group and gender was not significant. Finally, there was a statistically significant difference (p = .001) between pre- and post-application of students{\textquoteright} attitudes towards science scale in favour of post-application for the experimental group. Accordingly, the research recommends the use of caricature drawings to help students{\textquoteright} in the acquisition of scientific concept and developing positive attitudes towards science.
},
	keywords = {attitudes towards science, caricature drawings, scientific concepts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.414},
	url = {http://oaji.net/articles/2017/987-1529508870.pdf},
	author = {Sheikha Al-Araimi and Abdullah Ambusaidi and Mohammed Selim and Mohammed Al Amri}
}
@article {683,
	title = {IMPLEMENTATION OF INNOVATIVE CHEMISTRY LEARNING MATERIAL WITH GUIDED TASKS TO IMPROVE STUDENTS{\textquoteright} COMPETENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {535-550},
	abstract = {This research aimed to provide an innovative chemistry learning material with guided tasks to improve students{\textquoteright} competence in Chemistry. It involved 180 students enrolled in the Analytical Chemistry course at State University of Medan in academic year of 2016/2017. The samples were purposively selected and divided into two groups. The research consisted of several steps including enrichment, innovation and standardization of learning material, followed by implementation of the developed learning material in class. A set of good quality learning material equipped with the guided task for Gravimetry topic has been provided. It contained relevant contextual examples, laboratory works, students{\textquoteright} activities, multimedia, and hyperlink to trustworthy websites. Implementation of innovative learning material has been conducted by using a set of developed learning material in the experimental class while the existing textbook was used in the control class. The research findings highlighted several points: (1) well-implemented innovative learning material was effective to improve the students{\textquoteright} competence; (2) learning outcome in experimental class was found higher than that in control class; (3) the guided task in the learning package facilitated the students to learn the selected chemistry topic independently which in turn shifted student learning style from lecturer-oriented to student-oriented; (4) the guided task not only made the students be familiar with searching for scientific documents to complete the given tasks but also improved the students{\textquoteright} ability to write and organize their assignments; (5) students{\textquoteright} academic attitudes, observed during the learning activities, were categorized as very good.},
	keywords = {guided tasks, independent learning, innovative learning material, students{\textquoteright} competence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.535},
	url = {http://oaji.net/articles/2017/987-1533708387.pdf},
	author = {Manihar Situmorang and Marudut Sinaga and Jamalum Purba and Sapnita Idamarna Daulay and Murniaty Simorangkir and Marham Sitorus and Ajat Sudrajat}
}
@article {704,
	title = {IMPROVING THE QUALITY OF STUDENT QUESTIONS IN PRIMARY SCIENCE CLASSROOMS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {800-811},
	abstract = {Even though student questioning is the key aspect of inquiry learning, students ask very few questions in Science classrooms. This research aimed to increase the number of high-level questions posed by primary students during science lessons. An experiment was designed in which the experimental group was taught about the taxonomy of questions that can be asked by students during a science lesson. The quality of selected student questions was discussed as a whole class throughout the implementation. In addition, the experimental group completed the textbook activities at the end of each section in groups, whereas, the control group finished these activities individually. The experiment lasted for 4 weeks (12 lessons), during the {\textquoteleft}Microscopic Organisms and Environment{\textquoteright} unit in two 4th-grade classrooms. After completing each section of the unit, student questions were collected. The questions were classified as either low-level or high-level questions. The findings showed that in the experimental group, there were significantly more high-level questions compared to the control group. The questions were longer and more comprehensive in the experimental group. In both groups, as students{\textquoteright} achievement increased, so did the number of questions they asked.},
	keywords = {high-level questions, primary science, question taxonomy, student questions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.800 },
	url = {http://oaji.net/articles/2017/987-1539418279.pdf},
	author = {Sibel   Kaya and Mustafa Temiz}
}
@article {642,
	title = {IN-DEPTH TEACHING AS ORIENTED-RESEARCH ABOUT SEASONS AND THE SUN/EARTH MODEL: EFFECTS ON CONTENT KNOWLEDGE ATTAINED BY PRE-SERVICE PRIMARY TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {97-119},
	abstract = {Pre-service primary teachers mostly have negative attitudes towards science teaching and learning, and their science background is usually low. This usually results in them feeling unable or unconfident to teach science at school. A previous step to improve their willingness to teach science to children is that they feel they can learn in-depth any science core idea. To do that, a course conducted as oriented-research about a core science problem was developed and used to evaluate the influence of their previous science background and initial attitudes towards science teaching and learning on content knowledge attainment. The chosen science idea was about diurnal astronomy (Sun movements and the Sun/Earth model). Content knowledge attainment was assessed using learning indicators, which represent what pre-service teachers should {\textquotedblleft}know{\textquotedblright} and {\textquotedblleft}know how{\textquotedblright} on this science core idea. Overall, pre-service teachers achieved high learning levels on this topic, and no significant differences in content knowledge attained by students according to both initial attitudes and science background were found. This suggests that this teaching methodology could be useful for pre-service teachers to achieve a thorough knowledge on science core ideas, which is considered to be an important step to improve their willingness to teach science at the primary school.     },
	keywords = {astronomy education, science content knowledge, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.97},
	url = {http://oaji.net/articles/2017/987-1519203761.pdf},
	author = {Joaqu{\'\i}n Mart{\'\i}nez-Torregrosa and Ruben Limi{\~n}ana and Asunci{\'o}n Menargues and Rafael Colomer}
}
@article {651,
	title = {THE INFLUENCE OF PARENTAL EDUCATION ON THE ENVIRONMENTAL EDUCATION OF PRE-SCHOOLERS: A CASE STUDY OF SELF-DESIGNED PICTURE BOOK},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {187-199},
	abstract = {Environmental problems nowadays pose threats to the sustainability of environment, such as global warming, urban air pollution, water scarcity, environmental noise, and biodiversity loss. The root cause of those problems is human behavior. Inspiring the interest of preschoolers is crucial in their future cognition of the environment. This research discussed the influence of parent-child reading on the children{\textquoteright}s environmental interest. It also integrated environmental education into the learning process of preschoolers more comprehensively and continuously. A questionnaire was used for data collection and the data were analyzed using Smart PLS 2.0. The results show that personality trait, visual attention, and expression of ideas have statistical significance in terms of the children{\textquoteright}s learning attitude. The picture book designed in this study can improve the pro-environmental behavior after parent-child reading.},
	keywords = {environmental education, parent-child reading, parenting education, picture book, pro-environmental behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.187},
	url = {http://oaji.net/articles/2017/987-1523526565.pdf},
	author = {Shyang-Chyuan Fang}
}
@article {682,
	title = {INTERCULTURAL LEARNING: CHALLENGES FOR CURRENT SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {532-534},
	abstract = {In the time of curricular reforms across the Europe another chance appeared towards increasing learners{\textasciiacute} interest in science education, particularly in relation to the future job selection in the field of natural sciences and technology. 
New challenge penetrating through all above mentioned {\textquotedblleft}ways{\textquotedblright} and {\textquotedblleft}problems{\textquotedblright} of science education is intercultural aspect, intercultural teaching and learning in science education. 
In the educational reality we can find recently different contributions to implementation of intercultural context into curriculum, but maths and science education is not frequently included. The ambience to fill this gap has the current project from framework Erasmus+ with acronym IncluSMe. The acronym means {\textquotedblleft}Intercultural Learning in Mathematics and Science Initial Teacher Education{\textquotedblright} and project activities focus on increasing the quality of the initial teacher{\textquoteright}s education of prospective mathematics and science teachers by including intercultural learning into their curricula: Prospective mathematics and science teachers need to learn how to cope with language barriers, culturally different pre-concepts about science and highly varying proficiencies of students (immigrants including) to be prepared to tackle the challenges of their future profession (IncluSMe Project, 2016).},
	keywords = {communicative environment, educational reality, intercultural teaching, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.532},
	url = {http://oaji.net/articles/2017/987-1533708323.pdf},
	author = {Martin B{\'\i}lek}
}
@article {638,
	title = {INTEREST OF LATVIAN AND LITHUANIAN STUDENTS IN SCIENCE AND MATHEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {31-42},
	abstract = {Interest is one of the most important components for a successful teaching/learning process; unfortunately, nowadays students{\textquoteright} interest in science and mathematics is decreasing. The aim of the research is to explore the cognitive interest of 15-year- old students in science and mathematics. Students in Latvia and Lithuania participated in the survey; the data show that students{\textquoteright} cognitive interest in this area in both countries is mediocre. The factor analysis was used to single out four main dimensions of the cognitive interest {\textendash} interest in the context, interest in mathematics, inquiry interest and enthusiasm. Students{\textquoteright} interest is higher in issues connected with practical life, the solution of real problems, but much lower if the problem to be solved needs effort, if they have to use mathematical tools. Enthusiasm is not characteristic for students. Only few respondents are willing to engage in science and mathematics in their leisure time. Latvian and Lithuanian students show slight differences in their interests. There are more Lithuanian students, who like mathematics and who are not afraid of difficulties. Latvian students, in their turn, show greater enthusiasm. },
	keywords = {cognitive interest, science and mathematics, teaching/learning process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.31},
	url = {http://oaji.net/articles/2017/987-1519059864.pdf},
	author = {Dagnija Cedere and Inese Jurgena and Vilija Targamadze}
}
@article {693,
	title = {A LONGITUDINAL TRAJECTORY OF SCIENCE LEARNING MOTIVATION IN KOREAN HIGH SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {674-687},
	abstract = {This research examined longitudinal trajectories of Korean students{\textquoteright} motivation to learn science using group-based trajectory modeling (GBTM). The changes in five motivational constructs were focused in this research: self-efficacy, intrinsic motivation, grade motivation, self-determination, and career motivation. In addition, the relationship between academic track of students and each trajectory group was examined. Using Science Motivation Questionnaire II, data from 255 male high school students were collected during five semesters. Longitudinal data were analyzed by GBTM.. Chi-square analysis was also conducted to examine the relationships between academic track and each trajectory. As a result, it was found that students shared the same trajectory patterns in self-efficacy. Otherwise, two distinct trajectory groups ({\textquoteleft}high{\textquoteright} and {\textquoteleft}low{\textquoteright}) were found in each four constructs. There were significant correlations between academic track and trajectory groups. The findings of this research suggest that Korean science educators need to consider individual student{\textquoteright}s longitudinal trajectory of motivation to provide better science teaching and learning. },
	keywords = {academic track, group based trajectory modeling, high school, longitudinal study, science learning motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.674},
	url = {http://oaji.net/articles/2017/987-1533709152.pdf},
	author = {Sein Shin and Arif Rachmatullah and Minsu Ha and Jun-Ki Lee}
}
@article {715,
	title = {ORGANIZING AND ATTENDING INTERNATIONAL CONFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {912-917},
	abstract = {Conferences, and especially international conferences, have become an integral part of a scientist{\textquoteright}s activities. The attendees are, as a rule, academics and their graduate students, with the latter usually accompanying their supervisors. In addition to recent graduates undertaking full-time research, the term graduate student can also apply to part-time research students, including teachers who often adopt an action research approach, using their own classes as the focus of their studies. },
	keywords = {collaborative projects, international conferences, science education},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.912},
	url = {http://oaji.net/articles/2017/987-1544775774.pdf},
	author = {Georgios Tsaparlis}
}
@article {667,
	title = {PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {364-366},
	abstract = {Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. },
	keywords = {academic publishing, geographic diversity, JBSE, scientific journal},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.364},
	url = {http://oaji.net/articles/2017/987-1529508576.pdf},
	author = {Muhammet Usak}
}
@article {669,
	title = {PRACTICALITY AND EFFECTIVENESS OF THE IBMR TEACHING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {381-394},
	abstract = {The design of a teaching model must qualify to be applicable or practical and effective, therefore the research aimed to analyze the practicality and effectiveness of the IBMR (Investigation-Based Multiple Representation) teaching model in improving physics problems solving skills of bachelor programs{\textquoteright} students. The research was conducted by applying the one-group pre-test and post-test pre-experimental design to 186 students of study program of physics education, mathematics education, and mechanical engineering. The practicality of the model is assessed using an observation sheet and the effectiveness is determined based on pre-test and post-test physics problem solving skills. The collected data were analyzed using the calculation of average scores of the feasibility of each phase of the IBMR, t-test, and n-gain. The results show that each phase of the IBMR teaching model can be implemented by a lecturer with good and reliable categories, and relevant student activities, so that the IBMR teaching model is practicality qualified. It is also effective shown by: there are increasing score of physics problem solving skills at  = 5\%, average n-gain with moderate categorized and not different or consistent for each pair of groups, and good-categorized students{\textquoteright} responses on each component of teaching.},
	keywords = {bachelor programs{\textquoteright} students, IBMR teaching model, model effectiveness, model practicality, physics problem solving skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.381},
	url = {http://oaji.net/articles/2017/987-1529508735.pdf},
	author = {Joko Siswanto and Endang Susantini and Budi Jatmiko}
}
@article {711,
	title = {PREDICTION OF STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT: AN APPLICATION OF MULTIVARIATE ADAPTIVE REGRESSION SPLINES AND REGRESSION TREES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {887-903},
	abstract = {Turkey is ranked at the 54th out of 72 countries in terms of science achievement in the Programme for International Student Assessment (PISA) survey conducted in 2015, which is a very big disappointment for that country. The aim of this research was to determine factors affecting Turkish students{\textquoteright} science achievements in order to identify the improvement areas using PISA 2015 dataset. To achieve this aim, Multivariate Adaptive Regression Splines (MARS) and Classification and Regression Trees (CART) approaches were used and these approaches were compared in terms of model accuracy statistics. Since Singapore was the top performer country in terms of science achievement in PISA 2015 survey, the analysis results of Turkey and Singapore were compared to each other to understand the differences. The results showed that MARS outperforms the CART in terms of measuring the prediction of students{\textquoteright} science achievement. Furthermore, the most important factors affecting science achievements were environmental optimism, home possessions and science learning time (minutes per week) for Turkey, while the index of economic, social and cultural status, environmental awareness and enjoyment of science for Singapore.},
	keywords = {higher education, machine learning algorithms, PISA, Science Achievement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.887 },
	url = {http://oaji.net/articles/2017/987-1539418761.pdf},
	author = {Kilic Depren, S.}
}
@article {691,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {649-661},
	abstract = {The ability to predict students{\textquoteright} ideas or performances is commonly recognized as an indicator to measure teachers{\textquoteright} knowledge of student learning difficulties. This research focuses on identifying pre-service science teachers{\textquoteright} knowledge of student learning difficulties on Mechanics, as well as comparing pre-service science teachers{\textquoteright} predictions to student reasoning on the causes of their learning difficulties. The populations consist of 479 pre-service science teachers and 1,020 students taking physics as a separate science course. Two versions of the questionnaires are designed, with teacher- and student- oriented questions separately. From the results, inconsistencies are observed between two groups of populations. Pre-service science teachers either over- or under-predict student learning difficulties in some special domains. The results show that the physics content knowledge factor attracts great attention from both students and pre-service science teachers as the cause of student learning difficulties. The research results are important for pre-service science teachers to realize the gap between their own perspectives and students{\textquoteright} actual learning difficulties.},
	keywords = {mechanics domain, pre-service science teachers{\textquoteright} predictions, student learning difficulties, students{\textquoteleft} knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.649},
	url = {http://oaji.net/articles/2017/987-1533709007.pdf},
	author = {Shao-Na Zhou and Hua Xiao}
}
@article {724,
	title = {PRE-SERVICE TEACHERS{\textasciiacute} BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1034-1045},
	abstract = {School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers{\textasciiacute} negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers{\textasciiacute} STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. },
	keywords = {school-industry collaboration, sience teacher education, STSE issues, teachers{\textasciiacute} beliefs},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1034},
	url = {http://oaji.net/articles/2017/987-1544860568.pdf},
	author = {P{\"a}ivi Kousa and Maija Aksela and Ferk Savec, V.}
}
@article {656,
	title = {PRIMARY STUDENTS{\textquoteright} STEREOTYPIC IMAGE OF INVENTOR IN KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-266},
	abstract = {The purpose of this research is to compare the previous stereotypes of the scientist image and the current stereotypes of the inventor image among Korean students. For this purpose, three primary schools located in the metropolitan area of Korea were selected under a convenience sampling method, with one class selected for each of the 2nd, 4th, and 6th grades of each school. 
The conclusions of this research are as follows. First, analyzing students{\textquoteright} stereotypes of the inventor image showed that older students had more stereotypes about inventors than younger students did. Second, as a result of analyzing the images according to each indicator, Korean students were found to have stereotypes about the inventor. Third, the symbol of research was expressed together with one of the science-related experiment tool and the making-related experiment tool. Fourth, primary students perceived the inventor as mainly male. Male students mostly drew male inventors and female students mostly drew female inventors.
Based on the conclusions obtained through this research, various educational implications to be reflected in primary technology education were suggested to escape the stereotypes of the inventor{\textquoteright}s image.
},
	keywords = {invention education, Inventor images, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.252},
	url = {http://oaji.net/articles/2017/987-1523527246.pdf},
	author = {Eunsang Lee and Hyuksoo Kwon}
}
@article {637,
	title = {PROSPECTIVE TEACHERS{\textquoteright} COGNITIVE STRUCTURES CONCERNING PROTEIN SYNTHESIS AND THEIR DEGREE OF UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-30},
	abstract = {The purpose of education is to actualise meaningful learning. Therefore, researching the issues on how students process information and how they configure it is important for meaningful learning. The issue of protein synthesis contains a number of abstract topics and concepts. Hence, it is important in biology teaching to be informed of students{\textquoteright} cognitive structures concerning protein synthesis. This research aims to analyse prospective teachers{\textquoteright} cognitive structures about protein synthesis and their degree of understanding the subject. The research group was composed of 17 volunteering prospective teachers who had been chosen through purposeful sampling. The data were collected via semi-structured interviews. Flow maps and content analysis were used in analysing the data. The results demonstrated that prospective teachers had too many misconceptions about protein synthesis and that their knowledge extent and rich connection are inadequate. The prospective teachers{\textquoteright} degree of understanding protein synthesis was divided into three categories. The results obtained in this research suggested that teachers should be careful in teaching the subject of protein synthesis. Students{\textquoteright} prior knowledge and their misconceptions should be determined and content or contexts to facilitate them to learn an abstract subject such as protein synthesis should be presented.},
	keywords = {cognitive structure, degree of understanding, flow map, meaningful learning, protein synthesis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.19},
	url = {http://oaji.net/articles/2017/987-1519059794.pdf},
	author = {Cem Ger{\c c}ek}
}
@article {657,
	title = {THE PSYCHOSOCIAL AND COGNITIVE INFLUENCE OF ICT ON COMPETENCES OF STEM STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {267-276},
	abstract = {Information and communications technology (ICT) shapes life and work in every educational system. Where to place ICT in the pedagogical process and how it affects students{\textquoteright} psychosocial and cognitive abilities are questions that do not have one definitive answer. The research addresses the intense introduction of ICT that accords with educational trends and the requirements of today{\textquoteright}s society, but sometimes neglects social competences and any potential psychosocial effects. A need for new and effective methods in upbringing and education to offer everyone, equal opportunities become more and more important in the {\textquotedblleft}world of the 21st century{\textquotedblright}. The research also proved that innovative didactic methods of teaching (4.0) using a transdisciplinary model and supported by state-of-the-art information and communications technology as well as cooperative learning, have a positive psychosocial effect on science, technology, engineering and mathematics (STEM) students. Students who experience innovative didactic teaching supported by ICT reach higher taxonomic, cognitive and social standards of competence and are thus better prepared for the challenges of future society. },
	keywords = {cognitive competences, education system, ICT, psychosocial influence, social competences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.267},
	url = {http://oaji.net/articles/2017/987-1523527323.pdf},
	author = {Andrej Flogie and Andreja Barle Lakota and Boris Aber{\v s}ek}
}
@article {661,
	title = {REASONS OF STUDENT DIFFICULTIES WITH RIGHT-HAND RULES IN ELECTROMAGNETISM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {320-330},
	abstract = {In electromagnetism, to determine the direction of the electromagnetic force and magnetic field, the right-hand rule (RHR) is used. Previous researches show that students have difficulty in applying the RHR. This research is aimed to find out the factors which make it difficult for the students to apply the RHR. To achieve this, qualitative case study design is used and 270 students who took Basic Physics II course at university participated. The Right-Hand Rule-Diagnostic Test (RHR-DT) and the unstructured interview were used as data collection tools. In the analysis of the data, firstly, the right-hand types used by the students were determined. Then the right-hand types used by the students in the solution of each task are presented. After that, eight of these students were interviewed about their RHR-DT answers and those interviews were video recorded. Video recordings are divided into three categories according to the level of students: upper, middle and lower. According to the results of this research, it can be said that the conceptual understanding of electromagnetism, the vector algebra and spatial cognition effect the usage of the RHR. In the light of research results, suggestions were made for the teaching of RHR to physics teachers. },
	keywords = {Conceptual Understanding, magnetism education, right-hand rule, spatial cognition, vector algebra},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.320},
	url = {http://oaji.net/articles/2017/987-1523527660.pdf},
	author = {Erdo{\u g}an {\"O}zdemir and Mustafa Coramik}
}
@article {670,
	title = {SAUDI CHILDREN{\textquoteright}S TAXONOMIC KNOWLEDGE OF ANIMAL SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {395-413},
	abstract = {The purpose of this research was to explore and compare the ideas of Saudi boys and girls on animal species. Eighty-four children (comprising 42 boys and 42 girls), aged nine years, from four primary schools, participated in structured interviews to determine their ideas pertaining to taxonomic labels, namely {\textquoteleft}animal{\textquoteright}, {\textquoteleft}fish{\textquoteright}, {\textquoteleft}amphibian{\textquoteright}, {\textquoteleft}reptile{\textquoteright}, {\textquoteleft}bird{\textquoteright}, {\textquoteleft}mammal{\textquoteright}, and {\textquoteleft}insect{\textquoteright}. The results demonstrated that Saudi children of both genders display a wide range of alternative conceptions; more specifically, the effect of gender was significant for all taxonomic vertebrate labels, suggesting that Saudi boys have better knowledge relating to animals than girls. However, generally, children did not have adequate forms of reasoning for biological classification. It was also found that none of the fourth graders thought of humans as animals due to the Islamic science worldview. Based on these findings, it is argued that science education, notably in an international context, should strive to incorporate an understanding of local values and beliefs.},
	keywords = {animal taxonomy, early year{\textquoteright}s science, Islamic science worldview, socio-cultural perspective},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.395 },
	url = {http://oaji.net/articles/2017/987-1529508794.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {695,
	title = {SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {711-727},
	abstract = {Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers{\textquoteright} limitation in serving all students{\textquoteright} learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students{\textquoteright} learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students{\textquoteright} visual, aural, read/write and kinesthetic learning styles.  The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts.  ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100\%), consecutively aural (63\%), read/write (55\%), and visual (20\%).  This media development can be continued with the Android version or iOS to make it more operationally practical.},
	keywords = {adaptive learning system, computer-based instruction, learning style, science learning media},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.711},
	url = {http://oaji.net/articles/2017/987-1533709271.pdf},
	author = {Zulfiani Zulfiani and Iwan Permana Suwarna and Sujiyo Miranto}
}
@article {650,
	title = {SCIENCE EDUCATION IN SCHOOLS AND AT TERTIARY LEVEL: STATUS QUO OR EMBRACING CHANGE?},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {184-186},
	abstract = {Society is changing as the influence of technologies and the implementation of innovative practices are driving change. Change and innovation are not simple processes for all (Rogers, 2003). Yet, companies, corporates and small business are managed and lead to ensure not only efficiency, but also to yield the best possible financial gain. When one analises change in the world of commerce, one does not have to be a rocket scientist to come to the conclusion that there have been tremendous changes. Not only has the ergonomics of buildings and factories changed, there has also been change pertaining to the number of people employed, as technologies afford opportunities to make certain positions that people occupied, redundant. Robotic tools are used more and more in the manufacturing chain to increase productivity and to ensure greater quality, or so we are informed. },
	keywords = {science education, science teaching, social justice, tertiary system},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.184},
	url = {http://oaji.net/articles/2017/987-1523526498.pdf},
	author = {Andr{\'e} Du Plessis}
}
@article {687,
	title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE EMERGENCE OF RESPONSIBLE RESEARCH AND INNOVATION IN SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {590-604},
	abstract = {Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European Commission has emphasized the need to promote science education in the RRI context, there is no theoretical elaboration of how RRI can be meaningfully integrated into the practice of science education. In order to address this problem, the present research aimed at inquiring into the way in which science teachers make sense of RRI in school. Data were gathered with individual semi-structured interviews from 29 science teachers working in comprehensive schools and hobby schools. Abductive content analysis combining data and conceptual dimensions of RRI was used. In the light of how the science teachers in our sample have made sense of RRI, four theoretical categories have emerged: (1) meaning making; (2) taking action; (3) exploring; and (4) inclusion. These findings have important implications for developing a theory of RRI which can be beneficial for researchers as well as teachers for meaningfully integrating RRI into science education. },
	keywords = {abductive content analysis, responsibility as care, Responsible Research and Innovation, science education, science teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.590},
	url = {http://oaji.net/articles/2017/987-1533708724.pdf},
	author = {Mirjam Burget and Emanuele Bardone and Margus Pedaste and Katrin Saage}
}
@article {652,
	title = {STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {200-214},
	abstract = {The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers{\textquoteright} mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers{\textquoteright} mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. },
	keywords = {engineering, mathematics education, mathematics pre-service teacher, science, technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.200},
	url = {http://oaji.net/articles/2017/987-1523526639.pdf},
	author = {Bekir Y{\i}ld{\i}r{\i}m and Sabri Sidekli}
}
@article {668,
	title = {STUDENTS{\textquoteright} VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {367-380},
	abstract = {One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students{\textquoteright} views -who have creative drama \& conventional education- about scientific inquiry, (2) and whether the experimental and control group students{\textquoteright} views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process.},
	keywords = {creative drama, Science Curriculum, views of scientific inquiry (VOSI)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.367},
	url = {http://oaji.net/articles/2017/987-1529508634.pdf},
	author = {Asl{\i} Sar{\i}{\c s}an-Tunga{\c c} and S{\"u}leyman Yaman and Belgin Bal-Incebacak}
}
@article {706,
	title = {TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {828-837},
	abstract = {One classic problem in science education that is still happening today is the lack of learners{\textquoteright} involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students{\textquoteright} scientific attitudes.  A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students{\textquoteright} scientific attitude. },
	keywords = {scientific approach, scientific attitude, Take-Home-Experiment, Teaching Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.828},
	url = {http://oaji.net/articles/2017/987-1539418416.pdf},
	author = {Zulirfan and Zanaton H. Iksan and Kamisah Osman and Sayyidah Nusaibah Mohd Salehudin}
}
@article {643,
	title = {TEACHERS{\textquoteright} DIFFICULTIES AND STRATEGIES IN PHYSICS TEACHING AND LEARNING THAT APPLYING MATHEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {120-135},
	abstract = {In a teaching and learning process, the mastery of mathematics would support students in learning physics. The aim of the research is to analyse the difficulties of physics teachers{\textquoteright} in conducting teaching and learning process that demands the requirements of mathematical concepts in senior high schools. The research was a qualitative research using phenomenological approach. The data were collected through focus group discussion (FGD) that involved 15 teachers from public and private senior high schools in the Kudus Regency, the Province of Central Java, Indonesia. The analysis was conducted by applying the Bogdan \& Biklen model. The results of the research showed several findings if there had been problems of un-synchronism in the material orders of mathematics and physics that hindered the teaching and learning process. The strategies that physics teachers had applied individually are teaching mathematics materials as prerequisite first and making module collaboratively. The new arrangement of teaching and learning materials in mathematics and physics are needed to cover the problems.},
	keywords = {difficulties and strategies, learning process, mathematics mastery, physics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.120},
	url = {http://oaji.net/articles/2017/987-1519060221.pdf},
	author = {Heri Retnawati and Janu Arlinwibowo and Nidya F. Wulandari and Rian G. Pradani}
}
@article {678,
	title = {TEACHING ABOUT ROLLING MOTION: EXPLORING THE EFFECTIVENESS OF AN EXTREME CASE REASONING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {511-524},
	abstract = {Earlier research has shown that students have tremendous difficulties with understanding certain aspects of rolling without slipping, such as the zero-velocity at the contact point and plausibility of application of the law of conservation of mechanical energy despite action of the friction force. The aim of this research was to explore whether using analogies and reasoning about extreme cases can facilitate conceptualization of the above-mentioned phenomena. A pre-test {\textendash} post-test quasi-experiment has been conducted, with 93 students in the control group (CG) and 91 students in the experimental group (EG). Whereas control group students received conventional teaching, in the experimental group rolling of a cylinder has been considered as a special case of a tumbling prism for which the number of prism surfaces tended to infinity. The results of analysis of covariance showed that students from the experimental group significantly outperformed their peers from the control group on the Rolling Motion Concept Test (RMCT). Between-group differences were greater on test items that required higher level of cognitive transfer. This research suggests that using analogies and extreme case reasoning can facilitate comprehension of certain seemingly counterintuitive aspects of rolling motion. },
	keywords = {analogy-based teaching, energy conservation, extreme case reasoning, misconceptions, rolling motion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.511},
	url = {http://oaji.net/articles/2017/987-1529509326.pdf},
	author = {Andrej Vidak and Nata{\v s}a Erceg and Elvedin Hasovi{\'c} and Senad Od{\v z}ak and Vanes Me{\v s}i{\'c}}
}
@article {659,
	title = {TEACHING PHYSICS WITH SIMULATIONS: TEACHER-CENTERED VERSUS STUDENT-CENTERED APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-299},
	abstract = {Teaching and learning with simulations is widely used in today{\textquoteright}s classrooms. Therefore, it is important to examine the factors that potentially influence the effectiveness of simulation-based teaching environments. The aim of this research was to compare the effectiveness of teacher-centered and student-centered Physlet-based classes about one-dimensional kinematics at the level of upper-secondary school. The student sample consisted of 43 students (mostly 15-year-olds). Within the teacher-centered approach the teacher ran and controlled the simulations, and students watched the simulations on the projection screen. In the student-centered approach the students had the opportunity to work through the simulations on their computers. At the post-test, students from the teacher-centered approach outperformed their peers when it comes to conceptual understanding of kinematics, but students from the students-centered approach were more successful in solving quantitative problems. The results of this research support the idea that a progression from teacher-centered to student-centered approach may be optimal for learning novel concepts.},
	keywords = {cognitive load theory, kinematics simulations, teaching materials, teaching strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.288},
	url = {http://oaji.net/articles/2017/987-1523527472.pdf},
	author = {D{\v z}evdeta Dervi{\'c} and D{\v z}ana Saliba{\v s}i{\'c} Glamo{\v c}i{\'c} and Azra Gazibegovi{\'c}-Busulad{\v z}i{\'c} and Vanes Me{\v s}i{\'c}}
}
@article {701,
	title = {UNDERGRADUATE STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS IN TERMS OF SOME VARIABLES: A PERSPECTIVE FROM INDONESIA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {751-764},
	abstract = {This research explored the level of students{\textquoteright} 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{\textquoteright} basic and integrated SPS were considered medium and low respectively. Furthermore, there was a significant gap in the students{\textquoteright} 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{\textquoteright} 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{\textquoteright} process skills in order to plan in such a manner that they can assist to raise their students{\textquoteright} current basic and integrated SPS.},
	keywords = {academic majors, grade levels, science process skills, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.751},
	url = {http://oaji.net/articles/2017/987-1539418101.pdf},
	author = {Irwanto and Eli Rohaeti and Anti Kolonial Prodjosantoso}
}
@article {694,
	title = {THE VIEWPOINTS OF PRE-SERVICE SCIENCE TEACHERS ON THE ESSENTIAL NATURE OF SCIENCE CONCEPTS IN THE SAUDI CONTEXT: A TRIANGULATION APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {688-710},
	abstract = {This research examines viewpoints held by pre-service science teachers on key concepts of the Nature of Science (NoS) in the Saudi context. Much research in this context emphasises quantitative methods, so this research utilises methodological triangulation to validate the data. Quantitative data was first obtained from 35 pre-service teachers using a method based on the Myths of Science Questionnaire (MOSQ). A qualitative approach was then applied using an open-ended questionnaire and semi-structured interviews of ten pre-service teachers, adopted from the Views of Nature of Science questionnaire form C (VNOS-C). The pre-service teachers{\textquoteright} perspectives on the NoS were found to be lacking, especially regarding scientific knowledge, scientific methods, and the work of scientists. Furthermore, several respondents failed to consider science as a social enterprise. Suggestions and recommendations are provided to address such misinterpretations and poor scientific understandings, which are likely due to a lack of science philosophy content in educational programmes for teachers.},
	keywords = {epistemology of science, Myths of Science Questionnaire (MOSQ), nature of science (NoS), Pre-Service Science Teacher, science philosophy, Views of Nature of Science form C (VNOS-C)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.688},
	url = {http://oaji.net/articles/2017/987-1533709207.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {688,
	title = {VIEWS AND EXPERIENCES OF PRE-SERVICE TEACHERS ON THE USE OF STORIES IN TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {605-619},
	abstract = {The research aims to determine the experiences and views of the science pre-service teachers on the use of the science stories. In this research, among other qualitative research types, phenomenology research was used to obtain data. The research has been carried out with 71 pre-service teachers studying in the science education program of education faculty. The data has been analyzed based on the content analysis technique. The views of the pre-service teachers on the use of stories in science courses have been categorized under 6 themes. It has been concluded that teaching science with stories shall contribute to knowledge and competencies of both teachers and students, the science courses shall become more entertaining, joyful and interesting. In addition, it has been emphasized that creativity of students shall develop in the story composition process, their imagination shall increase, they shall configure their knowledge associating it with the daily life, meaningful learning shall be ensured by concretizing mostly abstract science subjects and concepts through stories, and a learning environment to ensure memorability of knowledge shall be prepared. },
	keywords = {phenomenology, science pre-service teachers, science stories, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.605},
	url = {http://oaji.net/articles/2017/987-1533708806.pdf},
	author = {Burcu Anilan}
}
@article {716,
	title = {THE VOCATIONAL UPPER SECONDARY SCHOOLS STUDENTS{\textquoteright} KNOWLEDGE AND THEIR ATTITUDES TOWARD WOLVES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {918-934},
	abstract = {Wolf (Canis lupus) conservation is multidimensional. Its aspects include the consensus between different interest groups. The present research aimed to assess the attitude and knowledge of the students (N = 483 students from three schools age 14-19) enrolled in the environmentalist, veterinary and agricultural technician study programmes through a questionnaire, as their profession represents a part of this multidimensional consensus. The research results indicate that students have neutral to positive attitudes toward wolves, generally. Their knowledge of wolves, however, is limited. Agricultural technicians showed the most negative attitudes toward wolves and the lowest knowledge. Overall, correlations between all attitudinal dimensions and correlations between attitudinal dimensions and knowledge were found, with the highest correlations between conservation dimension and all other dimensions including knowledge. The research findings support the widespread assumption that education within the above-mentioned study programmes should focus also on the current socio-scientific issues of animal conservation. Special attention should be given to the education of agricultural technicians as their utilitarian view could interfere with the effective conservation of large carnivores. },
	keywords = {attitudes toward wolves, knowledge about wolves, vocational upper secondary school students},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.918},
	url = {http://oaji.net/articles/2017/987-1544775838.pdf},
	author = {Vesna Ora{\v z}em and Iztok Toma{\v z}i{\v c}}
}
@article {641,
	title = {WRITING VERSUS TYPING DURING SCIENCE TEACHING: CASE STUDY IN SLOVENIA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {84-96},
	abstract = {In a case study conducted in a biology class in Slovenia, six grade students participated in a biology project Writing Versus Typing in a Biology Class. The final task in this project was to write a chapter for a biology textbook with the title Urtica dioica. The task was performed twice: firstly, the text was written by the hand and secondly it was typed on the computer keyboard. Handwritten and keyboard typed scientific texts, textbook chapters, were compared with the special focus on the lexical, syntactic, and semantic level of the text. The purpose of this research was to find out the effect of replacing handwriting with typing in the process of teaching/learning science subjects, where the understanding of texts is of crucial importance. A closer look at the students{\textquoteright} text products in the typing modality reveals that students, while typing, seem to be cognitively overloaded. One of the consequences of this is a lower level of cognitive achievement in their typed text: students show less knowledge, less terminological accuracy, and, above all, a lesser understanding of the interconnection between the items of information provided. },
	keywords = {biology science class; embodied cognition, handwriting, keyboard writing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.84},
	url = {http://oaji.net/articles/2017/987-1519060073.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {585,
	title = {ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {510-523},
	abstract = {This research is focused on secondary school chemistry teachers{\textquoteright} (N=276) and chemistry pre-service teachers{\textquoteright} (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers{\textquoteright} theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness {\textendash} into types of innovation adopters. Analysis of the participants{\textquoteright} responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a {\textquotedblleft}role model{\textquotedblright} position and trigger diffusion of innovations.},
	keywords = {chemistry education, diffusion of innovations, ICT, pre-service teachers{\textquoteright} attitudes, teachers{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.510},
	url = {http://oaji.net/articles/2017/987-1503904959.pdf},
	author = {Martin Rusek and Dagmar St{\'a}rkov{\'a} and Vlastimil Chytr{\'y} and Martin B{\'\i}lek}
}
@article {547,
	title = {ALTERNATIVE CONCEPTIONS OF COMMON SALT HYDROLYSIS AMONG UPPER-SECONDARY-SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-76},
	abstract = {Reactions in aqueous solutions are an important part of chemistry education. As experience shows, they are particularly difficult for students to understand. Hydrolysis is one such reaction. It occurs in organic and inorganic compounds with either covalent and ionic structures, but salt hydrolysis is a special example. Salt hydrolysis is complex, and to understand it, students must consider the reaction equilibrium, dissociation process, and acid-base properties of reactants and products. Additionally, in the upper-secondary-school curriculum, hydrolysis is described only qualitatively, which can lead students to misinterpret hydrolysis and solution equilibrium. 
In this study, 235 upper-secondary-school students answered questions about the acidity of common salt solutions and tried to justify their responses by writing appropriate chemical equations. An analysis of the answers revealed the students{\textquoteright} alternative conceptions and misconceptions. The character of the misconceptions showed that they are school-based and largely caused by excessive simplification of the process as well as the usage of inappropriate analogies.
},
	keywords = {acids and bases, alternative and misconceptions, chemical education research, salt hydrolysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.64},
	url = {http://oaji.net/articles/2017/987-1493049832.pdf},
	author = {Kinga Orwat and Pawe{\l} Bernard and Anna Migda{\l}-Mikuli}
}
@article {608,
	title = {THE APPLICATION OF CONCEPT MAPS IN THE TEACHING OF POLLINATION AND POLLINATORS IN ELEMENTARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {746-760},
	abstract = {Teaching biology is characterized by a great number of concepts and facts. It is very difficult to concisely represent all important concepts and facts. In order to effectively present important concepts such as pollination and pollinators, concept maps have been applied. In particular, the pedagogical experiment was applied to determine whether the concept maps are effective as teaching technology compared to the usual teaching approach without this technology. The research involved 110 elementary school students who were divided into one experimental (E) and one control (C) group. The E group covered programme content related to pollination and pollinators by applying concept maps. The C group was exposed to the same content, without these maps. It is evidenced a difference of the attained knowledge in favour of the experimental group after the introduction of the experimental factor (application of concept maps). The application of concept maps directly contributed to better learning and knowledge acquisition in teaching the biology content Pollination and Pollinators. Based upon the obtained results of this research, concept maps will be further implemented to improve teaching process and the teachers will be gradually trained for the application of this teaching technology.  },
	keywords = {concept maps, pollination, pollinators, programme content},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.746},
	url = {http://oaji.net/articles/2017/987-1509214135.pdf},
	author = {Jelena D. Stanisavljevi{\'c} and Mirka М. Bunijevac and Ljubi{\v s}a {\v Z}. Stanisavljevi{\'c}}
}
@article {568,
	title = {ATTITUDES TOWARDS ASTRONOMY AMONG THE PRE-SERVICE TEACHERS{\textquoteright} DIFFERENT COGNITIVE STYLES: ALTERNATIVE COURSE SAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-307},
	abstract = {The purpose of research is to examine the changes in attitudes towards astronomy following alternative astronomy education among pre-service teachers with different cognitive styles. Accordingly, it was thought to be appropriate to use pre-and post-test control group design among the experimental designs. The sample of the study included 4th year students at Abant {\.I}zzet Baysal University Department of Science Teaching during 2015-2016 spring term (N=64). In the treatment group, a process enriched with activity-based astronomy practices was followed, while the control group used a 12-week program designed as consistent with the program developed by Higher Education Council. The results seem to evidence that at undergraduate level there is an urgent need to intensify the efforts, education and practices that focus on increasing the levels of attitudes towards astronomy regardless of cognitive styles and on transferring these attitudes to skill areas and these kinds of studies need to be encouraged and extended.},
	keywords = {attitude towards astronomy, cognitive style, pre-service teacher},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.300},
	url = {http://oaji.net/articles/2017/987-1497963764.pdf},
	author = {Naciye Somuncu Demir and Pelin Aks{\"u}t and D{\"u}ndar Yener and Fatih Ayd{\i}n and {\"O}zge Suba{\c s}{\i} and Hilal Fidan and Mehmet Ayg{\"u}n}
}
@article {576,
	title = {BARRIERS TO STUDENTS{\textquoteright} CREATIVE EVALUATION OF UNEXPECTED EXPERIMENTAL FINDINGS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {414-428},
	abstract = {Science lecturers usually do not pay special attention to giving students the chance to evaluate persistent unexpected experimental findings that they cannot explain with their existing theories, propose alternative hypotheses and develop new theories in inquiry tasks at schools, despite the importance of these processes in scientific discoveries. Students{\textquoteright} reactions to this type of findings have been a subject for conceptual change studies that new theories were presented to explain the findings. This research, in contrast, examined students{\textquoteright} ways of interpreting their unexpected experimental findings about the molar mass of the sulfur element while hiding a new theory, and their barriers to discovering the scientific explanation of these findings, which is new to them, in the framework of the creativity paradigm. The research was conducted with 155 first-year undergraduate students who were enrolled in a chemistry laboratory course. A majority of the participants said that the unexpected findings might have resulted from experimental errors or methodical problems. Few students stated that these findings might be valid and have a new explanation. The barriers to students{\textquoteright} discovery of new scientific explanation for findings were classified as: lack of pre-knowledge, obstacles of existing structures, failure of creative cognitive processes and social-personal blocks.},
	keywords = {creativity barriers, laboratory work, students{\textquoteright} explanations, unexpected findings},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.414},
	url = {http://oaji.net/articles/2017/987-1497964307.pdf},
	author = {Hakki Kadayifci}
}
@article {543,
	title = {BIOLOGY TEACHING THROUGH SELF-REGULATED LEARNING AND COGNITIVE STRUCTURE: AN ANALYSIS OF THE EFFECT OF LEARNING STRATEGIES FOR COGNITIVE DEVELOPMENT VIA LATENT GROWTH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-31},
	abstract = {This research applied the learning strategies to predict in an effect longitudinal growth of cognitive structure of students in biology. The aim of the research is to assess the effect of activating learning strategies on cognitive structures regarding biology. The research was conducted by using control group design. The sample of research was composed of 60 prospective teachers randomly assigned to the experimental and the control groups. The longitudinal data were collected every 2 weeks and 4 times in total considering the concept maps. The data were quantitatively analysed in terms of the number of concepts, connections and central concepts. Latent growth modelling (LGM) was used to analyse change in cognitive structure over time. The findings suggested that the experimental group did better in cognitive structure than the control group in terms of forming connections and central concepts. Accordingly, teaching students self-regulated learning strategies and providing support in the written material to activate the strategies influence the development of cognitive structure in a positive way in terms of the extent and the integration. Therefore, activation of the use of self-regulated learning strategies in the teaching are thought to contribute to the learning of biology.   },
	keywords = {biology education, cognitive structure, latent growth modelling, self-regulated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.20},
	url = {http://oaji.net/articles/2017/987-1493049464.pdf},
	author = {Guntay Tasci and Halil Yurdugul}
}
@article {581,
	title = {CHANGING NEGATIVE PERCEPTIONS OF ANIMALS THROUGH TEACHING PRACTICE: A RESEARCH IN PRIMARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {446-458},
	abstract = {This research focused on whether teaching practice could improve children{\textquoteright}s perceptions of animals with a bad image. For this purpose, children from the 5th year of schooling approached the topic {\textquotedblleft}diversity of animals{\textquotedblright} differently. The experimental group, 50 children from three classes (25 boys and 25 girls) aged 10 to 13, adopted an approach more focused on the role of the ecosystem and benefits of the animals for humans. The control group, 53 pupils from another three classes (27 boys and 26 girls) within the same age range, adopted a more descriptive approach based on the morphology, physiology and behaviours of the different animals. A pre-test and a post-test were administered to identify children{\textquoteright}s empathy with ten animals with a bad image and to assess both their attractiveness and dangerousness. The experimental group significantly increased their empathy with the ten animals and only the assessment of their dangerousness was less conclusive. Even so, the dangerousness of the shark and of the mouse decreased significantly in this group. The research seems to be important as an aid to the design of didactic approaches related to the present issue both in continuous and pre-service training courses for primary teachers.  },
	keywords = {perceptions of animals, primary school, teaching practice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/jbse/17.16.446},
	url = {http://oaji.net/articles/2017/987-1503904664.pdf},
	author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Teresa Silva}
}
@article {570,
	title = {CLASSIFICATION OF THE EDUCATIONAL TEXTS STYLES WITH THE METHODS OF ARTIFICIAL INTELLIGENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {324-336},
	abstract = {Modern educational methods emphasize the necessity to transfer knowledge instead of data or information within the educational process. Thus it is important to the educational texts supporting the educational process contain knowledge in a particular textual representation. But it is not trivial to decide whether the particular piece of text contain knowledge or not. The solution is to measure the similarity between the particular text structure and a typical structure of a knowledge-designed text. This research aims at analysing the classification ability of three commonly-used classification techniques: artificial neural networks (ANNs), classification and regression trees (CARTs) and decision trees (bigMLs) to separate texts or text fragments into two groups. The texts in the first group contain mainly data and information (common texts), the texts in the other group contain knowledge in one of the particular knowledge representations (knowledge texts). The sample of 120 text fragments was used for the analysis. The results show that the ANN techniques are significantly more able to make the right classification of the text than the CART or bigML ones, and evidence good classification abilities. Thus the ANN approach could broaden the set of methods used for evaluation of difficulty of educational texts or textbooks.},
	keywords = {Artificial Intelligence, classification and regression trees, educational texts, knowledge representation, knowledge unit, production rules, stylometric analysis},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.324},
	url = {http://oaji.net/articles/2017/987-1497963889.pdf},
	author = {Tereza Hor{\'a}kov{\'a} and Milan Hou{\v s}ka and Ludmila D{\"o}meov{\'a}}
}
@article {564,
	title = {CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {266-277},
	abstract = {Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students{\textquoteright} SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students{\textquoteright} SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.},
	keywords = {inquiry-based learning, INSTAD, science process skills, STAD},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.266 },
	url = {http://oaji.net/articles/2017/987-1497156674.pdf},
	author = {Baskoro Adi Prayitno and Duran Corebima and Herawati Susilo and Siti Zubaidah and Murni Ramli}
}
@article {548,
	title = {COMPARISON ON VIEWS OF NATURE OF SCIENCE BETWEEN MATH AND PHYSICS STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {77-85},
	abstract = {University lecturers stress the importance of science and non-science students developing informed views of nature of science. However, few previous researches have conducted to explore students{\textquoteright} NOS views within specific majors. Consequently, this research used the questionnaire of VNOS-D (View of Nature of Science, the version D) to assess the views of nature of science between math and physics students. From the survey of 311 students, it was found that both math and physics students scored relatively lower on the subjective and social \& cultural dimension than others. However, on the tentativeness dimension, the third year and the fourth year physics students showed significantly more sophisticated views than math counterparts. In addition, the differences across grade levels were found on the observation \& inference dimension in both math and physics major groups. Some possible explanations were provided. The findings indicated that majors and grade levels influenced the views on some special dimensions of NOS. },
	keywords = {math and physics students, university science education, views of nature of science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.77},
	url = {http://oaji.net/articles/2017/987-1493049902.pdf},
	author = {Wei-Zhao Shi and Jingying Wang}
}
@article {542,
	title = {CONCEPTION OF LEARNING PHYSICS AND SELF-EFFICACY AMONG INDONESIAN UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-19},
	abstract = {This research aimed to explore the correlation between Indonesian University students{\textquoteright} conception of learning physics and their physics{\textquoteright} self-efficacy. A total of 279 students who were majoring in physics education participated in this research and were invited to complete two instruments: the conception of learning physics (CLP) and the physics learning{\textquoteright} self-efficacy (PLSE). Both of the questionnaires, which were modified from [Lin, Liang, \& Tsai (2015a) and Lin, Liang, \& Tsai (2015b)]{\textquoteright} instruments, had been translated into Indonesian language and validated through an exploratory factor analysis of participants{\textquoteright} responses. The differences between student levels were explored for their significance using an ANOVA test in order to portray a clear line among different conceptions of learning physics and physics learning self-efficacy. The results indicated that, first, the instruments used in the research had satisfactory validity and reliability. Second, students in sophomore level were significantly lower on the conceptions of testing than those in other levels. Meanwhile, the conceptions of calculating-practicing and understanding were not significantly different. Third, university students in senior level performed more confident in four dimensions: science content, higher-order thinking, everyday application, and science communication than others. The research also depicted a moderate correlation among dimensions of CLP and PLSE. },
	keywords = {conception of learning, physics education, self-efficacy, survey study, university student},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.07},
	url = {http://oaji.net/articles/2017/987-1493049396.pdf},
	author = {Nadi Suprapto and Te-Sheng Chang and Chih-Hsiung Ku}
}
@article {587,
	title = {CONSENSUS-BASED EDUCATION: ITS EFFECT ON COLLEGE STUDENTS{\textquoteright} ACHIEVEMENT IN BIOENERGETICS AS MODERATED BY GENDER AND LEARNING STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {533-548},
	abstract = {Involving students in making an educational decision is claimed to produce better outcomes. The effect of consensus-based education (CBE) on achievement in bioenergetics as moderated by gender and learning styles was determined. Two undergraduate biology classes were compared employing the quasi-experimental design, one using CBE and the other taught the conventional way. The Biology Achievement Test (BAT) was the main data collection tool used, supplemented with questionnaires, learning style inventory, videos, journal, and informal interviews. ANCOVA tested the effect of educational approach and the moderating effects of gender and learning styles while t-test compared the BAT scores between the groups. Results show that CBE can be a feasible alternative approach to teaching biology as it fairly addresses issues on gender and learning styles. It has also helped students develop their reasoning skills and improve their appreciation of democratic practices in the classroom. },
	keywords = {achievement in bioenergetics, consensus-based education, educational decision-making, gender effect, learning style effect},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.533},
	url = {http://oaji.net/articles/2017/987-1503905085.pdf},
	author = {Eddie G. Fetalvero}
}
@article {615,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {831},
	abstract = {Contents},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1513970545.pdf},
	author = {Editorial Board}
}
@article {1017,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {283},
	abstract = {Contents, JBSE, Vol. 16, No. 3, 2017},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497963472.pdf},
	author = {Editorial Board}
}
@article {598,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {631},
	abstract = {Contents},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1509213427.pdf},
	author = {Editorial Board}
}
@article {579,
	title = {Contents},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {443},
	abstract = {Contents},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503904484.pdf},
	author = {Editorial Board}
}
@article {1020,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {143},
	abstract = {Contents, Vol. 16, No. 2, 2017, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497155843.pdf},
	author = {Editorial Board}
}
@article {1023,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 16, No. 1, 2017, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1493049249.pdf},
	author = {Editorial Board}
}
@article {600,
	title = {THE CONTRIBUTION OF DEMONSTRATION AND STUDENT-LED EXPERIMENTS ON THE STUDENTS{\textquoteright} KNOWLEDGE QUALITY IN THE THIRD GRADE OF PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {634-650},
	abstract = {The aim of this research is to establish the contribution of demonstration and student-led experiments on the quality of students{\textquoteright} knowledge about the air-related content in the third grade of primary school. This research included 120 students from Serbia, divided into two groups: control (C) and experimental (E). In group C the experiments were demonstrated by the teacher, whereas those same experiments were independently conducted by the students{\textquoteright} inside smaller groups in group E. The quality of the students{\textquoteright} knowledge was examined after the application of the experiments with the post-test, while the quality of the duration of knowledge was examined with the retest. The students in the group E acquired the knowledge of the higher quality and more durable knowledge about the air-related content then the students{\textquoteright} from the group C on the cognitive levels: analysis, evaluation and synthesis. Therefore, the priority should be given to the student-led experiments over the demonstration, when processed air-related content in the third grade of primary school, because their application contributes to the increase of the students{\textquoteright} knowledge quality.},
	keywords = {demonstration experiments, primary school, student knowledge quality, student-led experiments, third grade},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.634},
	url = {http://oaji.net/articles/2017/987-1509213595.pdf},
	author = {Stanko Cvjeti{\'c}anin and Mirjana Mari{\v c}i{\'c}}
}
@article {614,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {829-830},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1513970509.pdf},
	author = {Editorial Board}
}
@article {1019,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {141-142},
	abstract = {Cover page, Vol. 16, No. 2, 2017, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497155799.pdf},
	author = {Editorial Board}
}
@article {578,
	title = {Cover page},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {441-442},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503904418.pdf},
	author = {Editorial Board}
}
@article {597,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {629-630},
	abstract = {Cover page},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1509213391.pdf},
	author = {Editorial Board}
}
@article {1016,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {281-282},
	abstract = {Cover page, JBSE, Vol. 16, No. 3, 2017},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1497963437.pdf},
	author = {Editorial Board}
}
@article {1022,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 16, No. 1, 2017, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1493049193.pdf},
	author = {Editorial Board}
}
@article {590,
	title = {DETERMINING THE EFFECTIVENESS OF A DESIGN{\textendash}BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-591},
	abstract = {This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers{\textquoteright} self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher{\textquoteright}s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students{\textquoteright} learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. },
	keywords = {competence-based, continuous professional development, teacher reflection skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.576    },
	url = {http://oaji.net/articles/2017/987-1503905275.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikmae}
}
@article {591,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD PHYSICS LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {592-598},
	abstract = {The learning in the physics laboratory is related to several non-cognitive variables such as anxiety which has a significant role in teaching and learning process. Therefore, university students may have different thoughts and anxiety levels towards physics laboratory class. The aim of this research was to develop a measurement tool assessing the anxiety levels of university students in a physics laboratory class. In this research the Physics Laboratory Anxiety Scale (P-LAS) consisting of 18 items was developed, and its validity and reliability were analysed. The sample consisted of 557 university students (295 female and 262 male) who take physics and/or physics laboratory classes at three different Faculties of Education. Validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 18 items varied between 0.58 and 0.80, and explained 52\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.94 and the split-half test correlation was .76. These results showed that P-LAS can be used as a valid and reliable instrument in physics education.},
	keywords = {physics education, physics laboratory anxiety, scale validity and reliability, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.592},
	url = {http://oaji.net/articles/2017/987-1503905337.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Mithat Takunyac{\i}}
}
@article {567,
	title = {DEVELOPMENT OF A SKILLS-BASED INSTRUMENT TO MEASURE SCIENTIFIC REASONING IN MEDICINE ACROSS DIFFERENT LEVELS OF EXPERTISE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-299},
	abstract = {Scientific reasoning skills have been defined as mental processes used when engaged in scientific inquiry. Research aimed to develop and validate a Scientific Reasoning in Medicine (SRM) instrument through a psychometric approach which included a preliminary phase with 60 medical students and physicians, followed by a revision phase and subsequent research with 209 medical students and physicians. Research focused on determining the extent to which item content contributed significantly to explaining the variance in SRM, if the level of scientific reasoning differed in relation to medical expertise and if individuals who were inclined to a more rational thinking style showed higher scientific reasoning. Results indicated that item content explained 47\% of the variance in SRM, there were significant differences in scientific reasoning depending on expertise and participants who scored higher on the Cognitive Reflection Test and the Need for Cognition scale, also scored higher on the SRM instrument. },
	keywords = {Cognitive Reflection Test, educational assessment, quantitative reasoning, scientific reasoning},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.289},
	url = {http://oaji.net/articles/2017/987-1497963697.pdf},
	author = {Daniela Luminita Barz and Andrei Achimas-Cadariu}
}
@article {586,
	title = {DIRECT LEARNING ABOUT NATURE IN 6-YEAR-OLD CHILDREN LIVING IN URBAN AND RURAL ENVIRONMENTS AND THE LEVEL OF THEIR KNOWLEDGE AND SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {524-532},
	abstract = {The contemporary theory of learning treats pre-school instruction as the first level of early child education. The pre-school age is seen as a very important period of life. A pre-school child grasps knowledge spontaneously, naturally, in all circumstances, thus, direct learning seems to be of particular importance. It may therefore seem that children living in the village have more stimuli for direct learning about nature, developing their knowledge and skills. However, children living in the city have more access to different amenities and financial resources to develop their talents and interests. The following studies have been conducted to determine whether there is a difference in the knowledge and skills about nature in 6-year-old children regarding the place of residence. The research covered 50 children in the city and 40 children in the village. The examination consisted of two stages: the pre-test and post-test. There were used age-appropriate flash cards. During 6 months, teachers systematically introduced a direct learning project on nature in four ecosystems: a meadow, a park, a forest, a zoo. The analysis of the data gathered in the research showed that direct cognition has an impact on increasing children{\textquoteright}s knowledge and skills. },
	keywords = {children in 6-year-old, developing knowledge and skills, direct learning, urban and rural environments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.524},
	url = {http://oaji.net/articles/2017/987-1503905027.pdf},
	author = {Stanis{\l}awa Katarzyna Nazaruk and Anna Klim-Klimaszewska}
}
@article {565,
	title = {EARLY CHILDHOOD SCIENCE EDUCATION: STATE OF THE ART AND PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {284-288},
	abstract = {The last twenty-five years have seen an increase in the development of an area of educational research and implementation which is known internationally as Early Childhood Science Education. In fact, this is a broad framework within which different theoretical trends coexist with corresponding research orientations and fields of teaching applications. These trends converge in an effort to study the mechanisms of initiation of children aged 4-8 years into the properties of the materials and objects and into the phenomena and concepts of Natural Sciences. },
	keywords = {empiricist approach, science education, socio-cognitive approaches, teaching applications},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.284},
	url = {http://oaji.net/articles/2017/987-1497963588.pdf},
	author = {Konstantinos  Ravanis}
}
@article {605,
	title = {THE ECOLOGICAL WORLDVIEWS AND LOCAL ENVIRONMENTAL CONCERNS AMONG SECONDARY SCHOOL TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {706-722},
	abstract = {This research aims to explore the tendency of the New Ecological Paradigm and environmental concerns on local environmental issues of secondary school teachers. Two hundred seventy teachers were selected by stratified random and cluster sampling from 13 schools to participate in the survey. The seven teachers were interviewed on their concepts and beliefs on the ecological worldviews and local environmental concerns. The results of the research include: With high pro-environmental beliefs, most of the teachers expressed their concerns about the environment. However, teachers believe that {\textquotedblleft}Human will eventually learn enough about how nature works to be able to control it,{\textquotedblright} which is labeled as anti-NEP item. It seems that teachers mostly notice to {\textquotedblleft}human learn{\textquotedblright} not to {\textquotedblleft}human control{\textquotedblright}. It also seems that teacher{\textquoteright} environmental worldviews may be affected by their career training. The results of the research provide some implication for strengthening teachers{\textquoteright} environmental endorsement and therefore to affect people{\textquoteright}s environmental ethics and friendly behaviors.},
	keywords = {environmental education, local environmental concerns, new ecological paradigm survey},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.706},
	url = {http://oaji.net/articles/2017/987-1509213957.pdf},
	author = {Lwun-Syin Lwo and Jim- Hua Fu and Cheng-Chieh Chang}
}
@article {606,
	title = {EDUCATIONAL EFFECTIVENESS OF THE 5E MODEL FOR SCIENTIFIC ACHIEVEMENT OF STUDENTS WITH HEARING IMPAIRMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {723-732},
	abstract = {This experimental research aimed to find the effectiveness of the 5E model of education for achievement in science among students with hearing impairment at the elementary level. An instructional package was developed following the 5E model for one unit from a science subject in grade VIII. A science test was developed by the researcher to test the achievement of students of grade VIII with hearing impairment. This test was validated by experts, pilot tested, subjected to item analysis and the reliability of the test was calculated. The test with 38 items was used as a pre-test and post-test during the study. Thirty-four students of grade VIII were selected from a school and were random assigned to two groups. One group was randomly assigned as the experimental group and the other served as the control group. The research followed a pre-test-post-test control group design. The performance of both groups was compared to evaluate the effectiveness of instructions based on the 5E model. A significant improvement was found in the performance of the experimental group as compared to the control group. It was concluded that hearing impaired children can perform better in science if they are taught through approaches promoting construction of knowledge, such as in the 5E model.},
	keywords = {5E Model, hearing impairment, scientific achievement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.723},
	url = {http://oaji.net/articles/2017/987-1509214017.pdf},
	author = {Zahida Parveen}
}
@article {554,
	title = {EFFECT OF 5E TEACHING MODEL ON PRIMARY SCHOOL PRE-SERVICE TEACHERS{\textquoteright} LEARNING ON SOME ASTRONOMY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {148-162},
	abstract = {The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers{\textquoteright} (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in the 2nd year at a state university. The research was carried out on the pre-experimental methodology with a single research group. The data of the study were collected by concept cartoon form which included some astronomy concepts such as the Sun, star, planet, meteor, Solar System, constellations. The developed teaching materials about the chosen astronomy concepts were implemented in eight course hours. It was seen that most of the PSPTs had alternative concepts. A considerable decrease was determined when the pre and post-test results of the PSPTs were compared; it was found that learning based on the 5E teaching model had a positive effect on the conceptual change. It can be said that 5E teaching model was effective on remedying alternative concepts. In the future research about astronomy teaching may be conducted to determine the effects of 5E teaching model on remedying the alternative concepts and achieving conceptual change with the different education levels of students.},
	keywords = {5E teaching model, alternative concept, astronomy concepts, concept cartoons, pre-service teachers, primary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.148},
	url = {http://oaji.net/articles/2017/987-1497156015.pdf},
	author = {{\c C}i{\u g}dem {\c S}ahin and {\"U}mm{\"u} G{\"u}ls{\"u}m Durukan and Elif Ar{\i}kurt}
}
@article {580,
	title = {EFFECT OF ACTIVE LEARNING ON PERCEPTION OF AND PERFORMANCE IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {444-445},
	abstract = {Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. This term has got many synonyms like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. The term {\textquotedblleft}active learning{\textquotedblright} was introduced by the English scholar R. W. Revans. The definition was developing through time. In more detail, in active learning, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects {\textendash} doing things and thinking about the things they are doing (Renkl et al., 2002). Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum, and technology based learning is also in high demand in concern with active learning. },
	keywords = {Active learning, technology based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.444},
	url = {http://oaji.net/articles/2017/987-1503904586.pdf},
	author = {Milan Kubiatko}
}
@article {627,
	title = {THE EFFECT OF INQUIRY-BASED LEARNING ON GIFTED AND TALENTED STUDENTS{\textquoteright} UNDERSTANDING OF ACIDS-BASES CONCEPTS AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {994-1008},
	abstract = {Inquiry-based learning is a usable approach in developing gifted and talented students{\textquoteright} learning and one that overlaps with their properties and learning needs. The aim of this research was to examine the effect of guided inquiry-based learning approach compared with that of traditional teacher-centered instruction on gifted and talented eighth grade students{\textquoteright} understanding of acids-bases concepts and motivation towards science learning. A nonequivalent control group design was used in the research. The participants were 40 gifted and talented eighth grade students from one Science and Art Center in Ankara/Turkey. There were two different groups: the experimental group and the control group. The Acids and Bases Diagnostic Test and Students{\textquoteright} Motivation towards Science Learning questionnaire were used in the research as data collection tools. Before and after the implementation, the tools were administered as pre-test and post-test to both groups. For data analysis the independent samples t-test and multivariate analysis of variance (MANOVA) was used. The results showed that there was a statistical significant difference between the groups in favor of the experimental group.},
	keywords = {achievement, acids-bases concepts, gifted and talented students, guided inquiry-based learning, motivation towards science learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.994},
	url = {http://oaji.net/articles/2017/987-1513971383.pdf},
	author = {Sinem Din{\c c}ol {\"O}zg{\"u}r and Ayhan Y{\i}lmaz}
}
@article {562,
	title = {THE EFFECT OF MOVEMENT EDUCATION BASED ON COOPERATIVE LEARNING METHOD ON THE DEVELOPMENT OF BASIC MOTOR SKILLS OF PRIMARY SCHOOL 1ST GRADE LEARNERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {241-249},
	abstract = {The purpose of the research was to determine the effects of 12-week physical activities based on Cooperative Learning Method on development of basic motor skills of Primary School 1st Graders. Pretest-Posttest Design, Semi-Empirical Research Method and Unequaled Control Group Methods were used in the research. To determine the effects of physical activities based on Cooperative Learning Method on the development of basic motor skills, controlling the ball with feet, controlling the ball with hands, running coordination, agility, promptness and dynamic balance skill tests were used. According to the statistical results, no significant differences were detected in pretest average values of the research and control groups in Independent sampling t-test; however, a significant difference was found in favor of the research group in posttest averages. In the t-test for Dependent Variables, significant differences were found in pretest-posttest averages in favor of the posttest values of Research Group. In pretest-posttest averages of Controls, negative significance was found in controlling the balls with hands, and no significant differences were determined in other motor skills. We believe that students are active in application process, and the long-term planned learning-teaching environments with physical activities based on Cooperative Learning Method might contribute to the development of basic motor skills. },
	keywords = {basic motor skills, Cooperative learning, lifelong education, movement education, physical activity, physical education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.241},
	url = {http://oaji.net/articles/2017/987-1497156527.pdf},
	author = {Mustafa Alt{\i}nk{\"o}k}
}
@article {609,
	title = {EFFECT OF PROBLEM-BASED LEARNING ON IMPROVEMENT PHYSICS ACHIEVEMENT AND CRITICAL THINKING OF SENIOR HIGH SCHOOL STUDENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {761-779},
	abstract = {The aim of the research was to know the effect of implementation of problem-based learning model on students{\textquoteright} physics achievement and critical thinking. The research was a quasi-experimental using a pre-test-post-test control group design. It was conducted at a state senior high school in Indonesia. The data were collected by a students{\textquoteright} physics achievement test, a students{\textquoteright} critical thinking test, and an observation sheet. The data were analysed by calculating normalized gain scores and hypothesis testing by using MANOVA with the significance level of .05 as criterion. The research results indicated that the average gain scores for students{\textquoteright} physics achievement of the experimental and control groups were respectively .63 and .32, the average gain scores for students{\textquoteright} critical thinking of the experimental and control groups were respectively .49 and .34, and a value of p is .0001 was obtained from the MANOVA calculation so that it is concluded that such learning as that in the experimental group is better in comparison with such learning as that in the control group. The results of this research are expected to increase insight and knowledge of teachers in implementing the learning process in the classroom so as to apply varied learning models.},
	keywords = {Critical thinking, physics achievement, Problem-Based Learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.761},
	url = {http://oaji.net/articles/2017/987-1509214187.pdf},
	author = {Mundilarto and Helmiyanto Ismoyo}
}
@article {575,
	title = {THE EFFECT OF PROJECT-BASED SCIENCE EDUCATION PROGRAMME ON SCIENTIFIC PROCESS SKILLS AND CONCEPTIONS OF KINDERGARTEN STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {395-413},
	abstract = {The research aims to find out the effect of project-based science education programme conducted with an active learning on scientific process skills and conceptions of 6-year-old children about nature of science. Quasi-experimental research design including experimental and control groups with pre-test and post-test was implemented. Mixed-method research including qualitative and quantitative data collection tools was adopted. The quantitative data were collected with Preschool Scientific Process Skills Scale while qualitative data were gathered with interviews to define scientific process skills of children. The research includes 26 children in total, 17 were in the experimental group and 9 were in the control group. Project Based Science Education Conducted with Active Learning was carried out on the experimental group and Project Based Science Education was carried out on the control group. The research lasted for 32 weeks between October, 2015 and June, 2016. Scores of scientific process skills about nature of science belonging to students in the experimental group were found to be higher than ones in the control group and the students in the experimental group were found to be more familiar with the related conceptions. The findings prove the positive effect of project-based science education.},
	keywords = {Active learning, nature of science, preschool education, project based science education, scientific process skills},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.395},
	url = {http://oaji.net/articles/2017/987-1497964232.pdf},
	author = {Bilge Can and Vesile Y{\i}ld{\i}z-Demirta{\c s} and Erdi Altun}
}
@article {545,
	title = {THE EFFECT OF THE COMMON KNOWLEDGE CONSTRUCTION MODEL-ORIENTED EDUCATION ON SIXTH GRADE STUDENTS{\textquoteright} VIEWS ON THE NATURE OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {43-55},
	abstract = {The aim of the present research was to explore the effect of the Common Knowledge Construction Model (CKCM)-oriented education on sixth grade students{\textquoteright} views on the Nature of Science (NOS) and to compare it with the existing learning model (5Es learning model). The research was conducted with a total of 76 students (38 by 38--for experimental and control groups) in 2013-2014 school year. Within a quasi-experimental research design, the Views of Nature of Science Questionnaire (VNOS) and the Student Interview on the Nature of Science Aspects (SINOSA) were used for data collection. Quantitative data from the VNOS were exposed to independent t-test while qualitative data from the interview protocol were analyzed using content analysis. Results of pre-test and pre-interview denoted that both groups properly constructed {\textquoteleft}empirical{\textquoteright} aspect of the NOS while the other aspects of the NOS were na{\"\i}ve and transitional levels. After the intervention, it was found that the control group{\textquoteright}s views of the NOS, except for the empirical aspect, were transitional level whilst those of the experimental group were informed level. Further, it was elicited that the experimental group performed the highest change in {\textquoteleft}imaginary and creative{\textquoteright} aspect of the NOS. },
	keywords = {5Es learning model, CKCM, light and sound topic, nature of science, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.43},
	url = {http://oaji.net/articles/2017/987-1493049602.pdf},
	author = {Hasan Bak{\i}rc{\i} and Muammer {\c C}al{\i}k and Salih   {\c C}epni}
}
@article {624,
	title = {THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {946-957},
	abstract = {Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students{\textquoteright} achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students{\textquoteright} achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students{\textquoteright} inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students{\textquoteright} achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students{\textquoteright} achievement in this subject.},
	keywords = {KWL strategy, learning strategy, modified KWL strategy, students{\textquoteright} performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.946},
	url = {http://oaji.net/articles/2017/987-1513971179.pdf},
	author = {Zekri A. M. Zouhor and Ivana Z. Bogdanovi{\'c} and Sonja J. Skuban and Milica V. Pavkov-Hrvojevi{\'c}}
}
@article {621,
	title = {THE EFFECTIVENESS OF THE THREE LEVELS OF INQUIRY IN IMPROVING TEACHER TRAINING STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {908-918},
	abstract = {Teacher training students require the mastery of science process skills (SPS) to improve their performance in teaching science. The purpose of this research was to (1) compare the difference in effectiveness between the three levels of inquiry (structured, guided, open inquiry) and the conventional strategy in improving SPS; (2) compare the differences in effectiveness between the three levels of inquiry and conventional strategy in improving the integrated science process skills (ISPS), especially the skills of preparing experimental procedures, collecting data, presenting data, discussing data, and making conclusion. This research was a quasi-experimental: pre-test post-test non-equivalent control group design. The sample of this research consisted of 154 students of Teacher Training for Elementary School Education of University of Mataram. The data were collected by using SPS test and the scoring of experiment report. The data were analyzed by using ANCOVA and the Kruskal Wallis test. The results indicate that there is a significant difference in the effectiveness between the three levels of inquiry and the conventional strategy in improving SPS. Among the three levels of inquiry itself, there is no any significant difference. On the ISPS, the open inquiry has the highest effectiveness and the structured inquiry has the lowest effectiveness. },
	keywords = {guided inquiry, inquiry levels, open inquiry, science process skills, structured inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.908},
	url = {http://oaji.net/articles/2017/987-1513971002.pdf},
	author = {I Putu Artayasa and Herawati Susilo and Umie Lestari and Sri Endah Indriwati}
}
@article {588,
	title = {THE EFFECTIVENESS OF VIRTUAL SCIENCE TEACHING MODEL (VS-TM) TO IMPROVE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND CONCEPT MASTERY ON SENIOR HIGH SCHOOL PHYSICS SUBJECT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {549-561},
	abstract = {VS-TM refers to a teaching model that applies virtual media aided scientific approach. VS-TM is required to prepare students who are trained problem-solving process through scientific creative thinking opportunities and complete physics concept mastery. The aim of this research is to analyze the effectiveness of VS-TM to improve student{\textquoteright}s scientific creativity and concept mastery on Senior High School physics subject. This research involves 318 students from 3 State Senior High Schools in Jember Regency, Indonesia. Pre-test and post-test scores obtained using Sign Test and Paired Sample T-test are used to analyze VS-TM impact on student{\textquoteright}s scientific and concept mastery improvement. Such impact consistency then is observed through the calculation of n-gain achieved by each testing class using ANOVA. The research of VS-TM application on Senior High School physics subject indicates that there is a high categorized significant improvement student{\textquoteright}s scientific creativity (n-gain > 0.7) and concept mastery (n-gain > 0.8) on physics subject, before and after VS-TM application with p-value is < 0.05 and there is not any difference between 9 testing classes with p-value is > .05.},
	keywords = {concept mastery, scientific creativity, virtual science teaching model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.549},
	url = {http://oaji.net/articles/2017/987-1503905158.pdf},
	author = {Iwan Wicaksono and Wasis and Madlazim}
}
@article {560,
	title = {THE EFFECTS OF COMBINING INQUIRY-BASED TEACHING WITH SCIENCE MAGIC ON THE LEARNING OUTCOMES OF A FRICTION UNIT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {218-227},
	abstract = {This research used a quasi-experimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students{\textquoteright} learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group.},
	keywords = {attitudes toward science, friction concepts, inquiry-based teaching strategy, science magic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.218},
	url = {http://oaji.net/articles/2017/987-1497156412.pdf},
	author = {Jang-Long Lin and Meng-Fei Cheng and Shih-Yin Lin and Jih-Yuan Chang and Ying-Chi Chang and Hsiao-Wen Li and Deng-Min Lin}
}
@article {611,
	title = {THE EFFECTS OF CURRICULUM, GENDER AND STUDENTS{\textquoteright} FAVORITE SCIENCE SUBJECT ON INDONESIAN HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF LEARNING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {797-812},
	abstract = {Conceptions of learning have been known as having influence on students{\textquoteright} learning outcomes, the one of which is science learning as to be a scientifically literate person. Even, the effects of students{\textquoteright} conceptions in learning have been known, but the contributing factors are still vague. This research aims to explore Indonesian high-school students{\textquoteright} conceptions of learning science (COLS), to find out if gender and students{\textquoteright} 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{\textquoteright} 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.},
	keywords = {conceptions of learning science, gender, Indonesia, science learning, secondary level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.797},
	url = {http://oaji.net/articles/2017/987-1509214315.pdf},
	author = {Arif Rachmatullah and Sariwulan Diana and Minsu Ha}
}
@article {602,
	title = {THE EFFECTS OF MULTIPLE INTELLIGENCES BASED INSTRUCTION ON STUDENTS{\textquoteright} PHYSICS ACHIEVEMENT AND ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {666-677},
	abstract = {The aim of this research is to examine the effects of multiple intelligences based instruction on the 9th grade students{\textquoteright} achievements and attitude towards the Force and Motion topics in physics. The participants of this research are composed of randomly selected 95 ninth graders, who were divided into two experimental and two control classes. The experimental groups were exposed to lesson plans based on the multiple intelligences for six weeks. In the control groups, traditional instruction was conducted. Force and Motion Achievement Test, Force and Motion Attitude Scale, Revised Student Multiple Intelligences Profile Questionnaire and Students{\textquoteright} Views about MI-based instruction Questionnaire were used as research instruments in this research. As a result of this research, it was found that multiple intelligences based instruction had a significant effect on students{\textquoteright} achievements in the Force and Motion topics. However, multiple intelligences based instruction had any significant effect on students{\textquoteright} attitudes towards force and motion topics. In addition, a large majority of the students in the experimental group found the courses based on multiple intelligences more enjoyable and found more instructive.},
	keywords = {force and motion, multiple intelligences, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.666},
	url = {http://oaji.net/articles/2017/987-1509213737.pdf},
	author = {Deniz Gurcay and Hatice Ozturk Ferah}
}
@article {550,
	title = {THE EFFECTS OF PROBLEM BASED LEARNING WITH COOPERATIVE LEARNING ON PRESCHOOLERS{\textquoteright} SCIENTIFIC CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {100-112},
	abstract = {This research aimed to determine the effects of Problem based learning (PBL) with cooperative learning (CL) and {\textquoteleft}Numbered Heads Together{\textquoteright} (NHT) on preschoolers{\textquoteright} five trait dimensions of scientific creativity: Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 216 six-year-old preschoolers from three randomly selected preschools and assigned to PBL-CL{\textquoteleft}NHT{\textquoteright} (n=72), PBL (n=72), and hands-on (TG) (n=72) instructional methods. The Figural Scientific Creativity Test was used as the pre-test (Form A) and post-test (Form B). Multivariate Analysis of Covariance (MANCOVA) was conducted on the post-test scores with pre-test scores as the covariates to determine whether a significant difference existed across the three methods. The results indicated that preschoolers taught in the PBL-CL{\textquoteleft}NHT{\textquoteright} method significantly outperformed their peers in the PBL method who, in turn, significantly outperformed their peers in the TG method in Fluency, Originality, Elaboration, Abstractness of title, and Resistance to premature closure. Large effect sizes were obtained for comparing PBL-CL {\textquoteleft}NHT{\textquoteright} with PBL and TG method. The findings suggest that the PBL-CL {\textquoteleft}NHT{\textquoteright} method has a significant positive impact on fostering preschoolers{\textquoteright} five trait dimensions of scientific creativity.},
	keywords = {Cooperative learning, preschoolers, problem based learning, scientific creativity, trait dimensions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.100},
	url = {http://oaji.net/articles/2017/987-1493050047.pdf},
	author = {Siew, N. M. and Mui Ken Chin and Agnis Sombuling}
}
@article {574,
	title = {THE EFFECTS OF THINKING MAPS-AIDED PROBLEM-BASED LEARNING ON MOTIVATION TOWARDS SCIENCE LEARNING AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-394},
	abstract = {This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students{\textquoteright} motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students{\textquoteright} pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders. },
	keywords = {fifth graders, motivation towards science learning, Problem-Based Learning, thinking maps},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.379},
	url = {http://oaji.net/articles/2017/987-1497964157.pdf},
	author = {Siew, N. M. and Ruslan Mapeala}
}
@article {1024,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {140-144},
	abstract = {End page, Vol. 16, No. 1, 2017, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1493050212.pdf},
	author = {Editorial Board}
}
@article {1021,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {278-280},
	abstract = {End page, Vol. 16, No. 2, 2017, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629119307.pdf},
	author = {Editorial Board}
}
@article {630,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {1035-1036},
	abstract = {End page},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1513971579.pdf},
	author = {Editorial Board}
}
@article {1018,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Other},
	chapter = {438-441},
	abstract = {End page, JBSE, Vol. 16, No. 3, 2017},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629050279.pdf},
	author = {Editorial Board}
}
@article {583,
	title = {EXAMINATION OF CHEMICAL REPRESENTATIONS IN TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {472-499},
	abstract = {The aim of this research was to examine the chemical representations that are present in Turkish high school chemistry textbooks. Content analysis was the method of analysis. Four chemistry textbooks, which were commonly used in Turkey, for each grade (i.e., from 9th to 12th), were selected. When evaluating the representations, a rubric including five main criteria was used: (1) type of representation, (2) interpretation of representations{\textquoteright} surface features, (3) representations{\textquoteright} relatedness to text, (4) properties of representations{\textquoteright} caption, and (5) degree of correlation between subordinates comprising a multiple representation. The results of the research revealed that the chemical representations used in the textbooks are mainly macroscopic, symbolic, and hybrid. Majority of the representations had explicit surface features and appropriate captions. Moreover, they were completely related to the text. Most of the multiple representations had sufficient links between their subordinates. Recommendations for textbook writers and future research are provided.},
	keywords = {chemical representations, chemistry textbooks, content analysis, generic qualitative research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.472},
	url = {http://oaji.net/articles/2017/987-1503904807.pdf},
	author = {Bet{\"u}l Demird{\"o}{\u g}en}
}
@article {551,
	title = {EXAMINATION OF CONTEXT-BASED PROBLEM-SOLVING ABILITIES OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {113-122},
	abstract = {In recent years, while the context-based approach has been popular and the teachers have been using it in the classrooms, it is seen that they do not prefer using context-based evaluation techniques. This becomes a problem for students because they used to be taught in the context-based approach enriched by daily life examples and then they are measured by paper and pencil tests. From this point of view, the aim of this research was to examine the ability of the pre-service physics teachers creating context-based problem about pressure. A case study approach was used to answer the research questions. The research was carried out in a university on the north coast of Turkey. Participants were 25 pre-service physics teachers between 20-24 ages. Pre-service teachers were firstly taught the context-based approach and then to write context-based problems. In data collection process, they prepared context-based problems and they were evaluated by a rubric consisting six criteria and three categories. After data analysis, it was found that pre-service teachers remained in the middle level in terms of creating context-based problems. In undergraduate or graduate programs, pre-service teachers and teachers should be informed about the context-based approach and context-based evaluation techniques so that they can effectively use them. },
	keywords = {context-based evaluation, context-based problem, pre-service physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.113},
	url = {http://oaji.net/articles/2017/987-1493050106.pdf},
	author = {Eser {\"U}ltay}
}
@article {549,
	title = {AN EXAMINATION OF THE CORRELATION BETWEEN SCIENCE AND TECHNOLOGY ATTITUDES SCALE, FREQUENCY OF SMARTPHONE USAGE SCALE AND LIFELONG LEARNING SCALE SCORES USING THE STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {86-99},
	abstract = {Lifelong learning can be defined as all of the activities which aim to develop an individual{\textquoteright}s skills, knowledge and abilities, socially, individually and professionally. Previous research on lifelong learning has been about using computers, digital competence and the correlation between demographic characteristics and intelligence. However, only one scale was used in this research, and, in general, only scores for demographic characteristics and lifelong learning were compared. In this research, the correlation between distance-learning students{\textquoteright} attitudes to technology, their frequency of use of smartphones and their attitudes to lifelong learning were examined. Reliability studies were carried out prior to the study and the Turkish adaptations of the scales published in international journals were administered with permission. The study sample consisted of 881 students studying in 12 different units of Hitit University: six Vocational Schools, four Faculties and two Graduate Schools. The data were analysed by creating a structural equation model on the open source R analysis program. According to the research results, there was a significant correlation between the three scales, and the correlation between the {\textquoteleft}lifelong learning{\textquoteright} scores and the {\textquoteleft}frequency of of smartphone usage{\textquoteright} scores was greater than the {\textquoteleft}technology attitudes{\textquoteright} scores. },
	keywords = {lifelong learning, smartphone usage, technology attitudes, technology leadership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.86},
	url = {http://oaji.net/articles/2017/987-1493049988.pdf},
	author = {Hakan K{\"o}r and Hasan Erbay and Melih Engin and Emre D{\"u}nder}
}
@article {626,
	title = {EXAMINATION OF THE QUESTIONS USED IN SCIENCE LESSONS AND ARGUMENTATION LEVELS OF STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {980-993},
	abstract = {In this research the argumentation levels of the 5th, 6th and 7th grade students and the questions of the teachers and students were examined. The sample group of the research was selected according to the homogeneous sampling method. This research is a descriptive research. The data were collected by using a voice recorder. The data of this research were evaluated according to the descriptive analysis approach. As a result of the analysis, it was determined that the students used Level 1 argumentation which has the lowest quality more frequently in comparison with the higher ones and used the claim component more than other arguments and did not use the backing, qualifier, and rebuttal components. Furthermore, it was found that the questioning rates of the teachers were higher in comparison with the students and the questions of the teachers and students were usually at the levels of remembering and understanding. One of the factors that caused the argumentation level of the students to be low may have been that the teachers asked questions which were oriented to remembering. Therefore, the high level questions that ensure the initiation and continuation of the argumentation process should be inquired in the lessons.},
	keywords = {argumentation level, middle school students, science lessons, teachers and students{\textquoteright} questions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.980},
	url = {http://oaji.net/articles/2017/987-1513971319.pdf},
	author = {Ibrahim Erdogan and Ayse Ciftci and Mustafa Sami Topcu}
}
@article {618,
	title = {EXPLORING LOWER-SECONDARY SCHOOL STUDENTS{\textquoteright} IMAGES AND OPINIONS OF THE BIOLOGIST},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {855-872},
	abstract = {In the past decades much research on the image of the scientist has been conducted, but the image of the specific scientist who does biological work, namely, the biologist, is under researched. Without this aspect of research school biology education may operate nowhere near to promoting the growth of students{\textquoteright} appropriate image of the biologist. Drawing on previous approach, this research presents students{\textquoteright} images of the biologist by administering a Draw Biologist Test (DBT) to 121 lower-secondary school students from the 7th, 8th and 9th grades. Findings indicate that when compared with the images elsewhere, the lower-secondary school students exhibit similar patterns regarding gender, teamwork and general attitude, but tend to include more descriptors of white lab coat, tidy hairstyle, microscope, other ethnicities, serious looking, practical activities and indoor contexts, fewer descriptors of knowledge and technology symbols and less gloomy side of biological work. It is suggested that school biology education should mitigate the gendered image of the biologist, duly expose students to more theoretical and outdoor biological activities, value cooperation and collaboration as well as transform students{\textquoteright} positive attitude into future engagements.},
	keywords = {Draw Biologist Test, educational implications, image of biologist, lower-secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.855},
	url = {http://oaji.net/articles/2017/987-1513970788.pdf},
	author = {Daihu Yang and Minghui Zhou}
}
@article {612,
	title = {EXPLORING STUDENTS{\textquoteright} UNDERSTANDING IN MAKING A DECISION ON A SOCIOSCIENTIFIC ISSUE USING A PERSUASIVE GRAPHIC ORGANISER},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {813-824},
	abstract = {The common use of questionnaires and qualitative assessments revealed that students experience difficulties in visualising the structural complexity of decision making. Thus, the use of scientific knowledge was disconnected while making a preference. The focus of this research was to explore students{\textquoteright} understanding of the global warming issue using a Persuasive Graphic Organiser (PGO). This research was conducted among 36 students (Grades 7-9) at a school in Kuala Lumpur, Malaysia. The developed PGO and interviews were utilised as the primary data collection techniques. Meanwhile, a constant comparative procedure was employed in the qualitative data analysis. Results showed that the use of PGO assisted students{\textquoteright} visualisation in relating three essential understandings of the global warming issue. The students were able to: 1) identify anthropogenic factor affecting global warming; 2) clarify the effects of global warming in health aspect, and 3) provide alternative solutions regarding green technology and daily practices. It was also found that PGO is operationally workable and can be conveniently utilised as a visualisation tool for promoting students{\textquoteright} understanding in socioscientific decision-making.},
	keywords = {decision-making, persuasive graphic organiser, socioscientific issues, understanding of scientific concepts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.813   },
	url = {http://oaji.net/articles/2017/987-1509214372.pdf},
	author = {Mastura Halim and Rohaida Mohd Saat}
}
@article {629,
	title = {FEASIBILITY OF CREATIVE EXPLORATION, CREATIVE ELABORATION, CREATIVE MODELING, PRACTICE SCIENTIFIC CREATIVITY, DISCUSSION, REFLECTION (C3PDR) TEACHING MODEL TO IMPROVE STUDENTS{\textquoteright} SCIENTIFIC CREATIVITY OF JUNIOR HIGH SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {1020-1034},
	abstract = {Creative exploration, Creative elaboration, Creative modeling, Practice scientific creativity, Discussion and Reflection (C3PDR) teaching model is a model specifically developed to improve the students{\textquoteright} scientific creativity of junior high school. This research is aimed to analyze the feasibility of C3PDR model in improving the students{\textquoteright} science creativity. The teaching model is considered feasible if it meets the criteria: valid, practical and effective. Ninety-six of the eighth-grade students in Samarinda, Indonesia who attended the science subjects participated in the research during the odd semester in academic year 2015/2016. Its validation was performed by three science education experts through focus group discussions and using validation sheets. The practicality of the model was assessed by 4 teachers using the observation sheets and the effectiveness of the model was determined based on the pre-test post-test of scientific creativity. Scientific creativity measured using Scientific Creativity Structure Model (SCSM) test. The results showed that this model has the content and construct validity in very valid category, practical, and effective with the statistic percentage of agreement R > 85\% and n-gain values = .42, and p < .05. Thus, the C3PDR teaching model is feasible to improve the student{\textquoteright}s scientific creativity of junior high school.},
	keywords = {C3PDR teaching model, feasible, junior high school, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.1020},
	url = {http://oaji.net/articles/2017/987-1513971535.pdf},
	author = {Zulkarnaen and Z.A. Imam Supardi and Budi Jatmiko}
}
@article {563,
	title = {FOR HUMANIZATION AND HISTORICISM: HOW WELL UNIVERSITY STUDENTS KNOW AND WHAT THEY THINK ABOUT CHEMICAL EPONYMS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {250-265},
	abstract = {Chemical eponyms possess important didactic and axiological potential that can be utilized for implementation of the principles of humanization and historicism manifested in national educational standards. This study focused on students{\textquoteright} knowledge and views of eponyms in the light of history of science. 22 general chemistry students of Belarusian State University, 131 students of general and 119 students of organic chemistry of University of Oregon, all different majors, were surveyed on their knowledge and views of eponyms using a 24-item online questionnaire. Mann-Whitney coefficients were calculated to establish significant differences and Pearson chi-square test was applied to find correlations. It was found that students{\textquoteright} knowledge and views of eponyms are defined mostly by major: students majoring in teaching chemistry showed higher knowledge and expressed more positive views of eponyms than those majoring in non-teaching, non-chemistry and especially non-science. Other factors include students{\textquoteright} learning experience and study intensiveness. While didactic potential of eponyms is utilized anyway, utilization of their axiological potential depends on instructor{\textquoteright}s willingness and mastery and should not be exaggerated as vehicles for the principles of humanization and historicism.},
	keywords = {chemical education, chemical eponym, historicism, history of science, humanization, named reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.250},
	url = {http://oaji.net/articles/2017/987-1497156596.pdf},
	author = {Uladzimir Slabin and Vasili Krasitski}
}
@article {610,
	title = {HISTORY OF CHEMISTRY AS A PART OF ASSESSMENT OF STUDENTS{\textquoteright} UNDERSTANDING OF THE LAW OF CONSERVATION OF MASS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {780-796},
	abstract = {The aim of this research was to explore students{\textquoteright} ideas about chemical reactions and difficulties in understanding the law of conservation of mass in such reactions by using an approach that started from presentations of scientists{\textquoteright} work associated with the law. The developed test items relied on: 1) the historical contents that illustrate the experimental work of three scientists (Lavoisier, Landolt and Lomonosov); 2) the description of school experiments and 3) real life situation. In this way, students would have an opportunity to show understanding of the law of conservation of mass in two contexts, one based on the stories from the history of chemistry and the other contemporary, based on school laboratory experiments and real life situation. Students of different ages were selected for the research: the seventh and the eighth grade of primary school (age 13{\textendash}14), and the second year of grammar school (age 16). The research involved a total of 301 students. The results indicated that students{\textquoteright} difficulties were mostly associated with the predictions and explanations of mass changes in open reaction systems in which a gas was a reactant than with the reactions in which a gas was a product. },
	keywords = {assessment in chemistry, experimental results, grammar school, history of chemistry, law of conservation of mass},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.780},
	url = {http://oaji.net/articles/2017/987-1509214241.pdf},
	author = {Vesna D. Milanovic and Dragica D. Trivic}
}
@article {569,
	title = {IDENTIFICATION OF THE UNDERSTANDING OF THE STATES OF MATTER OF WATER AND AIR AMONG SLOVENIAN STUDENTS AGED 12, 14 AND 16 YEARS THROUGH SOLVING AUTHENTIC TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {308-323},
	abstract = {The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included five 12, 14, and 16 year old students. A semi-structured interview including four computer-displayed tasks was used for the data collection. The research results show that all of the students correctly identified the states of matter of water at the particulate level, but not of air. It was found that the students had difficulty justifying their selection. The study confirmed the existence of: (a) misunderstanding regarding the interpretation of the particulate nature of matter, (b) a failure to distinguish between particle and matter, and (c) the inadequate description of submicroscopic level of matter with macroscopic level concept. The survey results provide an insight into the mindset of students and serve as a starting point for teachers{\textquoteright} lesson planning.},
	keywords = {authentic tasks, macroscopic level, misunderstanding of pressure, states of matter, submicroscopic level},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.308},
	url = {http://oaji.net/articles/2017/987-1497963826.pdf},
	author = {Miha Slapni{\v c}ar and Iztok Devetak and Sa{\v s}a A. Gla{\v z}ar and Jerneja Pavlin}
}
@article {623,
	title = {IDENTIFYING AND APPLYING FACTORS CONSIDERED IMPORTANT IN STUDENTS{\textquoteright} EXPERIMENTAL DESIGN IN SCIENTIFIC OPEN INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {932-945},
	abstract = {Even though experimental design (ED) in open inquiry is important for more authentic scientific inquiry, it is not easy for students. The objective of this research was to identify factors considered important in students{\textquoteright} ED and explore how to utilize it to improve students{\textquoteright} ED. To achieve the objective, in the first step, eighteen middle-school students in a gifted center participated in this study voluntarily. They were asked to design experimental procedures without any guidelines or help. Students{\textquoteright} EDs were analyzed qualitatively to extract difficulties that students experienced when designing experimental procedures. Based on analysis results, 17 factors were identified as factors to be considered for students{\textquoteright} ED and structured in a form of checklist. In the second step, the checklist was provided to 50 students in the gifted center as guidelines for their ED. They were then asked to design experimental procedures. Comparing scores of these students{\textquoteright} ED with those of the control group, it was found that these factors were significantly effective for improving students{\textquoteright} ED with high effect size. In conclusion, results of this research suggest that effective teaching strategy for students{\textquoteright} ED in scientific open inquiry can be obtained based on analysis about their difficulties in ED.},
	keywords = {checklist, experimental design, gifted education, scientific open inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.932},
	url = {http://oaji.net/articles/2017/987-1513971123.pdf},
	author = {Hwoe-gwan Yang and Jongwon Park}
}
@article {552,
	title = {IMPROVING HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {123-139},
	abstract = {Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students{\textquoteright} knowledge about this process.},
	keywords = {Conceptual Understanding, functionalization of acquired knowledge, interdisciplinary teaching approach, process of digestion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.123},
	url = {http://oaji.net/articles/2017/987-1493050168.pdf},
	author = {Katarina B. Putica and Dragica D. Trivi{\'c}}
}
@article {572,
	title = {IMPROVING OF STUDENTS{\textquoteright} CREATIVE THINKING THROUGH  PURDUE MODEL IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {350-365},
	abstract = {The aim of this research is to develop a guide material prepared according to Purdue Model for the {\textquoteleft}The Let{\textquoteright}s Solve the Puzzle of Our Body{\textquoteright} unit in the 5th grade Science class at secondary school and to research the effects of this guide material on students{\textquoteright} creative thinking. For this purpose, the research was carried out by using the quasi experimental model, with pre-test and post-test control groups. Experimental application was carried out with 43 experimental group and 44 control group students, in total 87 students in Turkey. While in the experimental group applications were carried out based on the Purdue Model, in the control group the course was taught according to the activities stated in 2013 Ministry of National Education Science Curriculum in Turkey. The data of the research were collected using Torrance Test of Creative Thinking Verbal Form A-B and Figural Form A-B. As a result of the research, it was determined that verbal and formal creative thinking levels of the experimental group and the control group students were significantly different in favour of the experimental group students. On the basis of the results obtained from this research, some suggestions have been made to the educators and future researchers. },
	keywords = {creative thinking, Problem Solving, Purdue model, science project},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.350},
	url = {http://oaji.net/articles/2017/987-1497964027.pdf},
	author = {Nilay {\c S}ener and Erol Ta{\c s}}
}
@article {604,
	title = {INFORMATIONAL VALUE OF SUBMICROSCOPIC REPRESENTATIONS IN SLOVENIAN CHEMISTRY TEXTBOOK SETS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {694-705},
	abstract = {This research focuses on the informational value of submicroscopic representations (SMRs) in chemistry textbook sets for Slovenian primary schools (Grade 8 and Grade 9, students{\textquoteright} age 13-15 years). For the purpose of analysis a holistic criteria related to the accompanying descriptors of SMRs in textbook sets was developed. The research revealed four main holistic descriptors accompanying SMRs, i.e. direct descriptor (D), indirect descriptor (I), combined descriptor (C), and SMRs without descriptors (W), which support learners{\textquoteright} recognition of SMRs{\textquoteright} informational value on different levels by providing different accompanying add-ons of SMRs. In-depth analysis identified 14 main categories of the underlying representational types of SMR add-ons. The significance of the research is in initiating a discussion about the holistic criteria for the description of SMRs integrated in the textbook sets, because in practice the learner perceives each SMR as a whole.},
	keywords = {chemistry learning, chemistry textbook sets, informational value, submicroscopic representations, textbook analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.694},
	url = {http://oaji.net/articles/2017/987-1509213895.pdf},
	author = {{\v S}pela Hrast and Ferk Savec, V.}
}
@article {628,
	title = {INNOVATIVE TEACHING/LEARNING METHODS TO IMPROVE SCIENCE, TECHNOLOGY AND ENGINEERING CLASSROOM CLIMATE AND INTEREST},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {1009-1019},
	abstract = {For successful work in the classroom, it is important to create a positive climate and to involve students actively in the process of learning. The presented research focused on how the students perceived the classroom climate, and on their interest in the contents of the subject Science, Engineering and Technology (STE). 92 primary school sixth- and seventh-grade students had been included in research. Two groups are established, one from a class using mainly frontal teaching methods (control group) and another, expert group from a class using an innovative teaching/learning methods mainly as problem and research-based learning and participatory learning supported with information communication technology.
To measure the classroom climate and the students{\textquoteright} interest, a survey with 54 statements was used. The results confirmed changes in the perception of classroom climate and in the popularity of contents taught in STE, in relation to the teaching methods used. It was established that innovative teaching/learning methods increase the students' interest, and help to improve classroom climate. 
},
	keywords = {classroom climate, innovative didactical methods, lower secondary education, students interest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.1009},
	url = {http://oaji.net/articles/2017/987-1513971461.pdf},
	author = {Majda Fiksl and Andrej Flogie and Boris Aber{\v s}ek}
}
@article {625,
	title = {THE LABORATORY WORK STYLE{\textquoteright}S INFLUENCE ON STUDENTS{\textquoteright} COMMUNICATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {958-979},
	abstract = {More knowledge of how the actual design of the laboratory work influence students{\textquoteright} communication, is needed to design and implement physics laboratory work lessons. The aim with this quantitative research, conducted at a Swedish upper secondary school, was to explore how the design of the laboratory work affects students{\textquoteright} communication. Twenty students divided into five groups participated in this natural case study and were video recorded while performing four practical tasks with the theme uniformly accelerated motion, designed by their teacher. The four workstations were categorised based on three predefined descriptors: outcome, approach and procedure. Students{\textquoteright} work at each workstation was coded according to five defined activities: planning, preparing equipment, collecting data, processing data and analysis of results. The activities were thereafter divided into shorter episodes that were coded for three different types of communication: disputational talk, cumulative talk and exploratory talk. The result shows that the amount of exploratory talk students engaged in are influenced by the style of the laboratory work and the character of the activity. Based on these research results, teachers can better accustom the laboratory work to facilitate fruitful physics discussions which endorse students{\textquoteright} learning.},
	keywords = {different styles of laboratory work, different types of talk, quantitative analysis of students{\textquoteright} communication},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.958},
	url = {http://oaji.net/articles/2017/987-1513971251.pdf},
	author = {Jan Andersson and Margareta Enghag}
}
@article {561,
	title = {A LEARNING PROCESS BASED ON CONCEPTUAL CHANGE APPROACH TO FOSTER CONCEPTUAL CHANGE IN NEWTONIAN MECHANICS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {228-240},
	abstract = {The purpose of this research was to investigate the effectiveness of conceptual change learning approach based on conceptual change model over traditional instruction on the improvement of physics education undergraduate students{\textquoteright} conceptual understanding in Newtonian mechanics. A quasi experimental research method with pre-test and post-test control group design was employed. The sample chosen based on purposive technique sampling comprising of 73 students was in two groups selected randomly each as experimental and control group. Predict-Observe-Explain-Apply (POEA) and using Conceptual Change Texts (CCT) strategies were implemented in the experimental group. The Force Concept Inventory (FCI) in Indonesian was used to collect data before and after treatments. The results show that the conceptual understandings of students who were taught using strategies under conceptual change approach was significantly better than those of the traditional approach. The research confirmed that only learning based on conceptual change model could improve learners{\textquoteright} Newtonian mechanics conceptual understanding.  },
	keywords = {conceptual change approach, conceptual change texts, Newtonian mechanics, predict-observe-explain-apply},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.228},
	url = {http://oaji.net/articles/2017/987-1497156471.pdf},
	author = {Syuhendri Syuhendri}
}
@article {584,
	title = {MENTAL REPRESENTATIONS OF PRESCHOOL CHILDREN ABOUT DIFFERENT ANIMALS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {500-509},
	abstract = {Adequate mental representations of animals are important for children{\textquoteright}s personal development, because they result in their appropriate treatment of such animals, which would not, for example, compromise either animals{\textquoteright} or children{\textquoteright}s safety. By using a convenient sample of 101 six- to seven-year old children, this research examined these representations regarding animals{\textquoteright} names, feeding habits, body coverings, and dangerousness. The representations were assessed using a questionnaire referring to 18 animals, and the research focused on the frequency of correct responses and gender differences in these responses for each animal. It was found that whereas the naming of animals was very successful, the mental representations of animals{\textquoteright} feeding habits and body coverings were less mature, including some misconceptions not found in previous studies. In addition, the participants{\textquoteright} explanations about why animals are dangerous or harmless revealed that their mental representations about different animals were correct to a moderate degree. Finally, gender differences in the mental representations were almost missing. Some implications for school or kindergarten work with children are given (e.g., reducing misconceptions about and fear of some animals). },
	keywords = {didactically modeled activities, mental representations of animals, preschool children, preschool education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.500},
	url = {http://oaji.net/articles/2017/987-1503904873.pdf},
	author = {Gordana Miscevic Kadijevic}
}
@article {541,
	title = {MODELLING IN SCIENCE AND EDUCATION: THE WAY TO GET THE BETTER RESULTS IN REAL THROUGH THE USE OF AN IDEALIZED UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {The initial period of Science was almost completely empirical. Both Science itself and Science Education were based on the experiment. Then Science gained the new paradigm which was rather formal by nature and fundamental in methodological meaning. Still the tool for interconversion between the empiric and theoretical moieties seems to be the core point of the consideration and can be associated with the problem of modeling, which is one of the most important in modern Science. Earlier we postulated (Lakhvich, Kostareva, Lehankova, 2009; Lakhvich, 2010) that adequate modelling and visualization in particular is to be the core element for the modern Educational model and paradigm for Science. A great number of publications, devoting to the problem, confirm dramatically its relevance. Still the discussion in many aspects manifested the initial stage of the recognition, models mostly being discussed in terms of object recognition and computational modeling. We consider the category of modelling is more comprehensive and can be discussed in various aspects, some of them are all-pervading philosophy principle (Harnad, 1987), psychological tool for cognition (Lakhvich, Kostareva, Lehankova, 2009) and finally the model having for Science its own complex structure.},
	keywords = {computational modelling, educational model, science education, theoretical investigation, ways of reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.04},
	url = {http://oaji.net/articles/2017/987-1493049329.pdf},
	author = {Todar Lakhvich}
}
@article {592,
	title = {MODELLING THE EFFECTS OF SELECTED AFFECTIVE FACTORS ON LEARNING STRATEGIES AND CLASSROOM ACTIVITIES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {599-611},
	abstract = {It is well known affective, cognitive and psychomotor factors have positive effects on science learning process. All these factors have interaction between themselves. So it is important to research what is the size and direction of these interactions. The aim of this research is to analyze the effects of value, attitude and self-efficacy on active learning strategies and classroom activities using Structural Equation Model. The research was conducted by the analysis of students{\textquoteright} answers to questionnaires data using Structural Equation Modelling. Initially KMO and Bartlett{\textquoteright}s tests were done to test appropriateness of scale to factor analysis. Then theoretical structural model was tested using LISREL.  At the end of the SEM test, it was found that there are positive effects of selected affective factors on learning strategies and classroom activities. },
	keywords = {attitude towards science, classroom activities, learning strategies, science learning value, self-efficacy, structural equation model (SEM)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.599    },
	url = {http://oaji.net/articles/2017/987-1503905406.pdf},
	author = {Mustafa Akilli and Murat Gen{\c c}}
}
@article {593,
	title = {MUCH MORE THAN OLD WINE IN NEW SKINS: STUDENTS{\textquoteright} AND ADULTS{\textquoteright} KNOWLEDGE ON GRAPEVINE AND VINEYARDS AS A STARTING POINT FOR NEW TOPICS IN SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-624},
	abstract = {Young people continually lose contact to their natural surroundings and agriculture. As school is one of young people{\textquoteright}s main source of knowledge it should bring students and nature back together, by using agricultural examples. This research examines German students{\textquoteright} and adults{\textquoteright} knowledge on plant biological basics and viticulture choosing grapevine as an agricultural example of plants. It was undertaken as a paper-and-pencil test with participants of different ages and from different educational backgrounds. The results reveal the weaknesses of participants{\textquoteright} knowledge concerning botanical as well as viticultural aspects. Additionally, the results show a positive correlation between their age and their knowledge on viticulture. Thus, it shows the chance given by developing new teaching material meeting curriculum requirements, modern didactical approaches and the attempt of reconnecting young people with their agricultural surroundings. By using the example of grapevine a local and culturally important agricultural plant is chosen as a representative of different phenomena of botany as well as steps of food processing.},
	keywords = {biology curriculum, botany and viticulture, knowledge on grapevine, science education, sustainability education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.612},
	url = {http://oaji.net/articles/2017/987-1503905462.pdf},
	author = {Astrid von Albedyll and Lisa Vogt and Daniel Dreesmann}
}
@article {573,
	title = {NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-378},
	abstract = {An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers{\textquoteright} understanding of NOS is extensive but junior high school natural sciences teachers{\textquoteright} understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers{\textquoteright} understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers{\textquoteright} academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers{\textquoteright} work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content.},
	keywords = {junior high school teachers, lesson planning, Natural Sciences, nature of science},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.366},
	url = {http://oaji.net/articles/2017/987-1497964085.pdf},
	author = {Nadaraj Govender and Duduzile Zulu}
}
@article {603,
	title = {PHYSICS ANXIETY OF PRE-SERVICE TEACHERS AND THEIR SELF-EFFICACY BELIEFS: DIFFERENCES ACCORDING TO GENDER AND PHYSICS ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {678-693},
	abstract = {The aim of this research is to determine the predictive level of physics self-efficacy with regard to physics anxiety and the correlations between the physics anxiety and self-efficacy of pre-service teachers, also to examine whether physics anxiety and self-efficacy beliefs differ depending on pre-service teachers{\textquoteright} achievement in physics and their gender. The research was conducted with 344 pre-service teachers enrolled at a state university in Turkey. The data obtained were analyzed using means (M), standard deviation (SD), simple regression analysis, the one-way multivariate analysis of variance (one-way MANOVA) and as a follow-up test, the univariate analysis of variance (univariate ANOVA). The outcome of the research indicating the physics anxiety of the pre-service teachers was a significant predictor of their physics self-efficacy, significant differences between physics anxiety and self-efficacy depending upon the level of achievement in the physics course, also showing that in general, female pre-service teachers had significantly higher levels of anxiety compared to males and that with respect to self-efficacy, differences were in favor of male pre-service teachers only in the dimension of problem-solving in physics.},
	keywords = {physics achievement, physics anxiety, physics self-efficacy, pre-service teachers{\textquoteright} gender},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.678   },
	url = {http://oaji.net/articles/2017/987-1509213809.pdf},
	author = {Serap {\c C}al{\i}{\c s}kan}
}
@article {571,
	title = {PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} REPORTED FEAR AND DISGUST OF ANIMALS AND THEIR WILLINGNESS TO INCORPORATE LIVE ANIMALS INTO THEIR TEACHING THROUGH STUDY YEARS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {337-349},
	abstract = {In this research, the self-reported fear and disgust toward animals of pre-service biology teachers and their willingness to incorporate live animals into their teaching were assessed with a questionnaire. An entire generation of pre-service biology teachers (N = 128) participated in this research. The results show that students are mostly afraid of animals that are potentially dangerous to humans such as large predators and are disgusted mostly by animals that are small and wet looking, like a slug. The students were less willing to incorporate animals that they reported to be most fearful or disgusting into their teaching. Considering that throughout their study years, there was practically no change in students{\textquoteright} levels of fear, disgust and willingness to incorporate live animals into their teaching calls for an improvement of the biology teacher education study programme in order to train teachers that are skilled and willing to use live animals in their teaching. One of the solutions could be offering pre-service teachers as many first-hand experiences with live animals as possible either in a formal learning environment, such as the university or, in case of large animals (predators), in informal learning environments, like a zoo or a national park.},
	keywords = {disgust of animals, fear of animals, pre-service teachers, students beliefs},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.337},
	url = {http://oaji.net/articles/2017/987-1497963955.pdf},
	author = {Iztok Toma{\v z}i{\v c} and Nina Pihler and Jelka Strgar}
}
@article {555,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTIONS OF THE "CONDUCTION OF HEAT IN SOLIDS"},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {163-174},
	abstract = {There has been various researchers focus on {\textquotedblleft}heat transfer". "Convection, radiation and conduction" discussed as mere elements of the wider object of analysis in these research. Given the lack of sufficient emphasis on conduction in solids, no cross age research conducted with pre-service science teachers supported by drawings, interviews, and open-ended questions could be found. Employing a cross-age design, this research determined pre-service science teachers{\textquoteright} (PSTs{\textquoteright}) conceptions in the "conduction of heat in solid".  The sample group of the research consists of 257 PSTs (first year student-n=55; second year student-n=76, third year student-n=56, and fourth year student-n=70) selected from Department of Science Education in Fatih Faculty of Education at the Karadeniz Technical University in the city of Trabzon in Turkey. Conceptual understanding test and semi-structured interview were used in the data collection process. The test including two questions was administered to 257 PSTs from different years. Semi-structured interview including one question was conducted with 16 voluntary PSTs (4 students from each grade level). The research found that PSTs had difficulties in terms of describing and showing the movement of the particles of solid under the impact of heat. In the light of the findings, it can be suggested that animations should be used to the teaching of the movement of the particles under the impact of heat. },
	keywords = {conduction of heat in solid, cross-age study, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.163},
	url = {http://oaji.net/articles/2017/987-1497156077.pdf},
	author = {{\c S}enel {\c C}oruhlu, T.}
}
@article {582,
	title = {PROMOTING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {459-471},
	abstract = {In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers{\textquoteright} conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers{\textquoteright} conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers{\textquoteright} understanding about boiling.},
	keywords = {boiling topic, conceptual change, dialogic teaching, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.459},
	url = {http://oaji.net/articles/2017/987-1503904739.pdf},
	author = {Mehmet Demirba{\u g} and Sevgi Kingir}
}
@article {620,
	title = {THE RELATIONSHIP BETWEEN ENROLMENT IN BIOLOGY, HIV/AIDS KNOWLEDGE AND RELATED BEHAVIOUR AMONG SOUTH AFRICAN SCHOOLGIRLS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {898-907},
	abstract = {In spite of integrating HIV/AIDS education in South African curricula the prevalence of HIV in 2016 was the highest since 2002. HIV infection rate is particularly high among schoolgirls compared with boys. Using a closed-ended questionnaire, this quantitative survey research compared Biology and non-Biology schoolgirls{\textquoteright} (n=291) behavioural intention, Health Literacy and HIV/AIDS Literacy to determine if enrolling for Biology, and subsequently learning about the scientific nature of HIV/AIDS would reduce risk behaviour among schoolgirls. Results indicate that Biology students have higher Health Literacy and HIV/AIDS Literacy than non-Biology students. The behavioural intentions of both groups were not significantly different. Health Literacy and HIV/AIDS Literacy did not correlate significantly with behavioural intention, which were indicative of risk behaviour. These findings suggest that enrolling for Biology and other science subjects and subsequently learning about HIV/AIDS may not reduce risk behaviour among schoolgirls.},
	keywords = {behavioural intention, biology students, health literacy, HIV/AIDS literacy, South African schoolgirls},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.898},
	url = {http://oaji.net/articles/2017/987-1513970930.pdf},
	author = {Lindelani Mnguni}
}
@article {589,
	title = {REVISITING STUDENTS{\textquoteright} PERCEPTIONS OF RESEARCH SCIENTISTS {\textendash} OUTCOMES OF AN INDIRECT DRAW-A-SCIENTIST TEST (InDAST)},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {562-575},
	abstract = {What is the image of research scientists in students{\textquoteright} minds? Studies in this area have been underway for more than fifty years and suggest that scientists are perceived as bespectacled men in lab coats, working alone in rooms full of basic lab glassware. This image has been derived mainly from the analysis of drawings, known as the Draw-A-Scientist Test (DAST). However, DAST instructions are based on the word, {\textquotedblleft}scientists{\textquotedblright}, the meaning of which seems too narrow for today{\textquoteright}s world and not reflecting the wide range of STEM-based research careers. Moreover, the instructions can predetermine the number and gender of people in the picture. For this reason, a new tool has been developed which provides an indirect analysis {\textendash} the Indirect Draw-A-Scientist Test (InDAST). The new instrument was used in an experiment with secondary-school students (n = 851), and the resulting image of the scientist was compared with an earlier experiment that employed the original DAST instructions. The results showed that the basic attributes, appearance, and workplace of scientists are similar in both studies, but the new procedure disproved the theory that scientists are perceived as men working alone and that female students do not see themselves as scientists.},
	keywords = {drawings analysis, gender and science, image of scientists, scientist stereotype, STEM careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.562},
	url = {http://oaji.net/articles/2017/987-1503905214.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek}
}
@article {559,
	title = {SCAFFOLDING MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS{\textquoteright} MODELING PROCESSES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {207-217},
	abstract = {This research explores how scaffolding students{\textquoteright} reflections on scientific modeling criteria influence the students{\textquoteright} views on scientific models, development of explanatory models, and understanding of scientific models. This research recruited treatment groups and comparison groups in middle schools and high schools. The treatment groups adopted a modeling curriculum that was intended to help students engage in scientific modeling by developing scientific models of magnetism while considering scientific modeling criteria. The comparison groups used the traditional curriculum, which offers students scientific models of magnetism. The results show that the modeling curriculum enhanced the students{\textquoteright} views on scientific models and the students{\textquoteright} ability to develop explanatory models of magnetism and modeling criteria. Thus, the findings indicate that the modeling curriculum might serve as a promising tool to facilitate teaching scientific modeling to middle school and high school students, and that the curriculum should be promoted as early as middle school.},
	keywords = {magnetism concepts, model development, model evaluation, modeling curriculum, nature of models and modeling, scientific modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.207},
	url = {http://oaji.net/articles/2017/987-1497156343.pdf},
	author = {Meng-Fei Cheng and Jang-Long Lin and Shih-Yin Lin and Chi-Ho Cheng}
}
@article {556,
	title = {SCIENTIFIC COMPETENCIES: A MECHANISM TO FAVOUR THE INCLUSION OF WORKING MARKET PROFESSIONALS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {175-187},
	abstract = {Institutions of Higher Education seek to instil in their students the scientific competencies throughout the guidance of different included courses in their curriculums. However, the assimilation of diverse methodologies evidence the lack of development of those scientific competencies necessary for professionals to be graduated and therefore required by the labour market. This research examines the research competencies of students of higher education sample (N=189) to determine their appreciation towards scientific competencies they consider to have developed in both their educational processes. The results prove the perception of subjects in respect to the development of interpersonal and intrapersonal skills, decision-making, problem-solving and acquisition of scientific competences, the basic ones; use of technology, appropriation of new knowledge, self-learning and search of information, specialized competences, drafting of reports, design of articles, presentations, development of degree works and definition of new projects. The application of ANOVA detects that there are significant differences according to the gender of subjects on competencies referred to the search of physical information where women stand out, and reading comprehension of documents in English where men stand out. Besides, it{\textquoteright}s demonstrated that these competences contribute to students{\textquoteright} critical thinking. IES required to include research as mechanism to strengthen the education.},
	keywords = {higher education, labour market, research training, scientific competences, scientific competencies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.175},
	url = {http://oaji.net/articles/2017/987-1497156148.pdf},
	author = {Alba Guzm{\'a}n and Diana Oliveros and Mauricio Mendoza}
}
@article {553,
	title = {SCIENTIFIC EPONYM IN EDUCATIONAL UNIVERSE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {144-147},
	abstract = {Strictly speaking, knowledge for every object in educational Universe is limited by ignorance or, in other words, these two components co-exist. However, pedagogy primarily deals with knowledge, its acquisition and retention. It ignores the ignorance, leaving it as a subject for a more generic science of psychology. Similarly, atomic nuclei in real Universe are a subject for a more generic science of physics, being only slightly studied in chemistry. To research on knowledge is by far easier than on ignorance, same as chemical research involving mere electron shells is easier than physical research targeting atomic nuclei.},
	keywords = {educational Universes, knowledge elements, science education, scientific eponyms},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.144},
	url = {http://oaji.net/articles/2017/987-1497155947.pdf},
	author = {Uladzimir Slabin}
}
@article {616,
	title = {STUDENT RESEARCH: ACQUIRING KNOWLEDGE ABOUT THE NATURE AND PROCESS OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {832-835},
	abstract = {In April of 2017, I was working with the team of FEBS (Federation of European Biochemical Societies) Education Ambassadors from different European countries and Education Committee members in Universit{\'e} Paris Descartes. This was a significant event, involving FEBS Constituent Societies, to create a platform at the Europen level to brainstorm on educational issues across Europe. The discussions focused on what would be done in order to meet the mission and vision of FEBS on educational issues  ̶  to promote education throughout Europe. Along with the other very important issues (curriculum, inventory of key skills, good practice, etc.) the working group on learning resources has elaborated short and long term objectives to formation of an appropriate learning database in the field of Biochemistry and Molecular Biology education. The participants discussed a lot about the importance of inquiry based approach which includes in particular the conduction, evaluation and presentation of Student Research. },
	keywords = {learning database, research method, student research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.832},
	url = {http://oaji.net/articles/2017/987-1513970657.pdf},
	author = {Todar Lakhvich}
}
@article {558,
	title = {A STUDY OF THE CORRELATION BETWEEN TEACHERS{\textquoteright} TEACHING STYLES AND STUDENTS{\textquoteright} PARTICIPATION MOTIVATION IN THE PHYSICAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {199-206},
	abstract = {Based on Self-determination Theory (SDT), this research intends to analyze the effect of different physical education (PE) teachers{\textquoteright} teaching styles on students{\textquoteright} class participation motivation in universities. Students of some universities and colleges in Sichuan Province and Shanghai Municipality, China, are researched. Total 871 valid copies of questionnaire are retrieved for testing the research hypotheses. The results reveal positive correlation between incentive, intelligence inspiration and the intrinsic motivation of student learning as well as between charisma and the extrinsic motivation of student learning in transformational leadership. In transactional leadership, contingent reward and positive involving management show positive relationship with the intrinsic motivation of student learning, and negative involving management also presents positive relationship with the extrinsic motivation of student learning. Finally, it is suggested that PE teachers should build the situation which could satisfy the needs of autonomy, sense of competence and sense of belonging as well as create the physical education environment which could satisfy basic psychological needs of autonomy, competence, and sense of belonging to reinforce students{\textquoteright} positive motivation on physical education. Sports education is the most important education to develop the students{\textquoteright} physical and mental health. },
	keywords = {participation motivation, physical education, self-determination theory, teacher{\textquoteright}s leadership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.199 },
	url = {http://oaji.net/articles/2017/987-1497156282.pdf},
	author = {Cheng-Bo Yang and Min-Kai Dong}
}
@article {557,
	title = {A STUDY OF VOLUNTEERS{\textquoteright} SCIENCE SERVICE SATISFACTION IN RELATION TO THEIR SELF-DIRECTED LEARNING AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {188-198},
	abstract = {In Taiwan, the Science Volunteer Locomotive (SVL) Program has been in operation for the past ten years. During these years of its implementation, the SVL Program has continued to participate in and co-ordinate various national scientific activities. This study examined the relationships between volunteers{\textquoteright} prime motivations, self-directed learning and satisfaction among Taiwanese science volunteers. To explore volunteers{\textquoteright} perspectives on their involvement in science service, in this research, we developed three questionnaires to investigate the relationships among volunteers{\textquoteright} motivation, self-directed learning and satisfaction with their science service. The study sample included 289 volunteers, taken from a project for science volunteers run by the Ministry of Science and Technology in Taiwan. The results indicate that the prime motivations and self-directed learning of science volunteers are focused on doing something meaningful for others and for society in general. It was found that the science volunteers{\textquoteright} motivation, self-directed learning and satisfaction all had significant positive correlations. The findings suggest that science training programs may provide some motivational support to enhance satisfaction, so that science volunteers will be more inclined to participate in collaborative scientific projects.},
	keywords = {prime motivation, science volunteers, self-directed learning, service satisfaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.188},
	url = {http://oaji.net/articles/2017/987-1497156211.pdf},
	author = {Hui-Min Chien}
}
@article {607,
	title = {TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS{\textquoteright} STOICHIOMETRY PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {733-745},
	abstract = {This research focuses on students{\textquoteright} tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students{\textquoteright} shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances.},
	keywords = {problem-solving, stoichiometry, tactic fulfillments, three correlations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.733},
	url = {http://oaji.net/articles/2017/987-1509214073.pdf},
	author = {King-Dow Su}
}
@article {617,
	title = {A THEORY-BASED INSTRUMENT TO EVALUATE MOTIVATIONAL TRIGGERS PERCEIVED BY STUDENTS IN STEM CAREER-RELATED SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-854},
	abstract = {Students{\textquoteright} lack of motivation in learning school science has been recognized as a problem, due to its negative impact on students{\textasciiacute} STEM-related career choices. For supporting students{\textasciiacute} motivation to study science, the use of an introduction which sets the scene, sometimes called a scenario, has been recommended. Although scenarios, which introduce STEM-related careers in an everyday life problem solving context, are seen as useful tools for the teachers, they are not automatically guaranteed to be motivating to students. The current research aims to develop an empirically tested and validated instrument to measure the impact of context-based scenarios, through evaluating perceived motivational triggers such as relevance, interest and enjoyment by 7th grade students. An analysis of students{\textasciiacute} responses showed that the test scenario was able to trigger mostly situational interest toward the topic of energetics. Only a small number of students indicated motivation to take the learning of this topic further.},
	keywords = {instrument evaluation, motivational triggers, science teaching materials, STEM career-related scenarios, STEM-related careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.836},
	url = {http://oaji.net/articles/2017/987-1513970725.pdf},
	author = {Tormi Kotkas and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {546,
	title = {A TOOL TO SUPPORT LECTURERS{\textquoteright} COURSE DEVELOPMENT AT INTRODUCTORY UNDERGRADUATE LEVEL IN PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {56-63},
	abstract = {With more diversified student groups entering the university, the development and planning of courses become more pedagogically challenging. In earlier studies, a validated tool, content representation (CoRe), has been used in teacher education to help pre-service teachers identify and promote pedagogical content knowledge in limited teaching sequences. In the present research the aim is to explore whether CoRe, when applied to an introductory university course in physics, can (i) promote the pedagogical content knowledge of the course as a whole and (ii) serve as an operative tool to identify problematic areas or areas that need further development in the course. The CoRe tool is based on given questions to be answered in relation to the {\textquotedblleft}big ideas{\textquotedblright} of the course. In the present research, the questions have been answered by a lecturer and by using a content analysis of the answers several categories of development could be identified. For a specific category, the tool also provided information about what kind of development was necessary. The conclusion is that CoRe has a potential to be of service at higher education level, it can be applied to parts of a course as well as to a course as a whole, and it may provide a useful tool to help a lecturer in the development and planning of a course.},
	keywords = {content representation; course development; physics education; university level, pedagogical content knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.56},
	url = {http://oaji.net/articles/2017/987-1493049776.pdf},
	author = {Peter Gustafsson and Hans G. Eriksson}
}
@article {622,
	title = {UNPACKING THE SOUTH AFRICAN PHYSICS-EXAMINATION QUESTIONS ACCORDING TO BLOOMS{\textquoteright} REVISED TAXONOMY},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {919-931},
	abstract = {The quality and standard of South African examination questions for the grade 12 examination have become an important issue for the South African education system. So far, the focus of empirical research has been on factors that lead to poor performance in the Physical sciences as well as the alignment of the grade 12 Physical Sciences examination with the core curriculum in South Africa.  On the contrary, this research paper focuses on a different aspect: the weaknesses and the strengths of the Physics examination questions. It addresses the question of how the Physics examination questions cover higher and lower order level questions in the Bloom{\textquoteright}s revised taxonomy. To answer this question, the Physics examination questions of the year 2014 and 2015 were analysed using Bloom{\textquoteright}s revised taxonomy of learning objectives. The examination questions were codified and the frequencies and percentages of occurrence of different learning objectives were calculated. The results show that third level cognitive skills were more prevalent than other ones. Furthermore, examiners asked questions that require application and few questions requiring the recall of knowledge. },
	keywords = {physics examination, quality of education, revised Bloom{\textquoteright}s taxonomy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.919},
	url = {http://oaji.net/articles/2017/987-1513971062.pdf},
	author = {Abraham Motlhabane}
}
@article {599,
	title = {USER-FRIENDLY REPORTING OF RESEARCH FINDINGS FROM A QUESTIONNAIRE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {632-633},
	abstract = {Hooray! You have succeeded in publishing an article based on your own, yet unpublished questionnaire. This can certainly be regarded as a personal success. However, many articles based on questionnaires are not particularly reader-friendly. I am sure that these authors are not being deliberately evil; however, in their path to fame, they forget that their writing is not a secret diary but something that should communicate readily with the reader.},
	keywords = {research articles, research findings, research instruments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.632},
	url = {http://oaji.net/articles/2017/987-1509213519.pdf},
	author = {Andrej {\v S}orgo}
}
@article {619,
	title = {VALIDATION OF THEORETICAL CONSTRUCTS TOWARD SUITABILITY OF EDUCATIONAL SOFTWARE FOR CHEMISTRY EDUCATION: DIFFERENCES BETWEEN USERS AND NONUSERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {873-897},
	abstract = {The aim of this research was to empirically validate constructs for evaluation of teachers{\textquoteright} attitudes toward usage of educational software in chemistry teaching. Questionnaire with items transformed from UTAUT (Unified theory of acceptance and use of technology) and other technology acceptance theories were filled in by 556 Czech chemistry teachers. All constructs passed recommended .7 thresholds of Cronbach{\textquoteright}s alpha so they can be used in acceptability researches before and after introduction of educational software or building models. However, analyses of effect sizes show that there are not only differences between users and all nonusers generally, but also prove differences between various types of nonusers. Nonusers were established as a) those who had used educational software and abandoned it; b) those who do not use educational software, but are planning to use it in the future, and c) those who do not use educational software and have no intentions to use it. An unexpected finding reveals that differences among subgroups of nonusers can be even larger than between users and nonusers, especially the group c) is an outstanding group. Consequently, factors and their influence on the acceptance and use of educational software in chemistry teaching should be explored for each group separately.},
	keywords = {chemistry education, education software, technology acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.873},
	url = {http://oaji.net/articles/2017/987-1513970871.pdf},
	author = {Kate{\v r}ina Chroustov{\'a} and Martin B{\'\i}lek and Andrej {\v S}orgo}
}
@article {601,
	title = {THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-665},
	abstract = {The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach{\textquoteright}s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and   α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5\% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups.},
	keywords = {Electricity, magnetism, model effectiveness, model validity, physics problem-solving skills, PIL model, self-directed learning skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.651},
	url = {http://oaji.net/articles/2017/987-1509213674.pdf},
	author = {Paken Pandiangan and I Gusti Made Sanjaya and Budi Jatmiko}
}
@article {577,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR THE NATURE OF SCIENCE INSTRUMENT SECONDARY (NOSI-S)},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {429-437},
	abstract = {This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Confirmatory Factor Analysis (CFA) and Cronbach alpha (α) coefficients were calculated for reliability. Following CFA, it was taken for granted that the fit indices for the model met the goodness of fit criterion. On examining the fit indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were at acceptable levels. On the other hand, α coefficients, which were the internal consistency coefficients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels. },
	keywords = {instrument reliability, instrument validity, nature of science, NOSI-S, secondary school students},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.429},
	url = {http://oaji.net/articles/2017/987-1497964369.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and {\"O}zg{\"u}r {\"O}zcan}
}
@article {544,
	title = {THE WORLD OF PLANTS IN CHILDREN{\textquoteright}S DRAWINGS: COLOR PREFERENCES AND THE EFFECT OF AGE AND GENDER ON THESE PREFERENCES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {32-42},
	abstract = {Plants is a neglected topic in biology education. Educational activities about plants are important in early terms because they are the base of both the science and the biology education. The purpose of this research is to understand opinions of the children by utilizing drawings and the colors they used. It is run by the phenomenological model point of view in qualitative research method. In the scope of the research, researchers worked with 80 children (40 girls, 40 boys). Data of the research consist of children{\textquoteright}s drawings. In this context, A4 sized papers and crayons have been distributed to children and they have been asked to make drawings of plants. At the end of the research, it was found that there was a total of 21 different elements and that these elements were drawn 237 times in the children{\textquoteright}s drawings. Moreover, no statistically significant dependence was particularly found between the elements of the sun, tree, flower, grass and rain, and age and gender. Similarly, while no significant correlation was found between the number of colors used in the drawings and age, a statistically significant correlation between the number of preferred colors and gender was found in favor of the girls. Furthermore, it was found that the children preferred light colors in their drawings. In light of the findings of the current research, it can be argued that science education given during the preschool period should be conducted by using methods, which are enjoyable and allow children to reflect the knowledge in their minds, for example, through drawings.},
	keywords = {biological knowledge, children{\textquoteright}s{\textquoteright} drawing, phenomenological model, plant world, qualitative research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.32},
	url = {http://oaji.net/articles/2017/987-1493049530.pdf},
	author = {Berat Ahi}
}
@article {486,
	title = {COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {97{\textendash}108 },
	abstract = {Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers{\textquoteright} views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers{\textquoteright} education are proposed.},
	keywords = {epistemological belief in science, nature of science, scientific inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.97},
	url = {http://oaji.net/articles/2016/987-1481286413.pdf},
	author = {Jingying Wang and Ying Zhao}
}
@article {1026,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {659},
	abstract = {Contents, Vol. 15, No. 6, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629272954.pdf},
	author = {Editorial Board}
}
@article {1035,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {267},
	abstract = {Contents, Vol. 15, No. 3, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629442494.pdf},
	author = {Editorial Board}
}
@article {1053,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {135},
	abstract = {Contents, Vol. 15, No. 2, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631292204.pdf},
	author = {Editorial Board}
}
@article {1056,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 15, No. 1, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631343570.pdf},
	author = {Editorial Board}
}
@article {1029,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {555},
	abstract = {Contents, Vol. 15, No. 5, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629301918.pdf},
	author = {Editorial Board}
}
@article {1032,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {407},
	abstract = {Contents, Vol. 15, No. 4, 2016, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629378711.pdf},
	author = {Editorial Board}
}
@article {510,
	title = {CONTEXT-BASED QUESTIONS IN SCIENCE EDUCATION: THEIR EFFECTS ON TEST ANXIETY AND SCIENCE ACHIEVEMENT IN RELATION TO THE GENDER OF SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {382-390},
	abstract = {Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students{\textquoteright} test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students{\textquoteright} test anxiety and improving their science achievement.},
	keywords = {context-based questions, conventional questions, Science Achievement, secondary school students, Test Anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.382},
	url = {http://oaji.net/articles/2016/987-1482422784.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Fatma Ko{\c c} Nefes}
}
@article {1025,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {657-658},
	abstract = {Cover page, Vol. 15, No. 6, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629272894.pdf},
	author = {Editorial Board}
}
@article {1028,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {553-554},
	abstract = {Cover page, Vol. 15, No. 5, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629301855.pdf},
	author = {Editorial Board}
}
@article {1031,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {405-406},
	abstract = {Cover page, Vol. 15, No. 4, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629378630.pdf},
	author = {Editorial Board}
}
@article {1034,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {265-266},
	abstract = {Cover page, Vol. 15, No. 3, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629442420.pdf},
	author = {Editorial Board}
}
@article {1055,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 15, No. 1, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631343518.pdf},
	author = {Editorial Board}
}
@article {1052,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {133-134},
	abstract = {Cover page, Vol. 15, No. 2, 2016, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631292147.pdf},
	author = {Editorial Board}
}
@article {538,
	title = {CZECH HIGH SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {738{\textendash}745 },
	abstract = {The revelation of misconceptions contributes to better education, especially when that information is described in a specific field of science. Additionally, genetics is one of very problematic topics, and misconceptions appear there frequently as there are difficult interconnections among them. The main aim of the study was to explore high school students{\textasciiacute} misconceptions about basic genetics concepts. Moreover the influence of gender was also examined. Respondents were 102 Czech high school students of two high schools. Research tool was test containing 15 two tier questions concerning about basic genetics concepts like chromosome, DNA, allele and gene. Reliability was determined with the use of Cronbach{\textquoteright}s alpha coefficient. The result of Kolmogor-Smirnov test allowed to use parametric statistical methods. The data were analysed by the using of descriptive statistical methods (mean score) and inferential statistical methods (ANOVA). Concept {\textquoteleft}DNA{\textquoteright} was determined as the most problematic one for students, contrarily concept {\textquoteleft}allele{\textquoteright} was the simplest one. It was found that high school students do not understand selected basic genetic concepts. In addition, students do not interconnect genetic concepts within one complex system of knowledge, they also do not realise structure and hierarchy of these concepts. },
	keywords = {basic genetics concepts, genetics learning, high school students, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.738},
	url = {http://oaji.net/articles/2016/987-1482503099.pdf},
	author = {Jana Vlckova and Milan Kubiatko and Muhammet Usak}
}
@article {519,
	title = {DETERMINING PROSPECTIVE BIOLOGY TEACHERS{\textquoteright} COGNITIVE STRUCTURE IN TERMS OF {\textquotedblleft}BIOTECHNOLOGY{\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {494{\textendash}505},
	abstract = {Knowledge concerning continuously improving branches of science such as biotechnology in particular is difficult to be understood properly by students, or they learn it incorrectly. One of the most important reasons for this is that students cannot associate in their mind the relevant concepts. The aim of this research is to determine prospective biology teachers{\textquoteright} conceptual framework of biotechnology, and thus determining their cognitive structure. The data were collected from 34 prospective biology teachers. Considering the fact that these prospective biology teachers had taken biotechnology course previously, they were selected on the basis of volunteering. Word association test and draw-and-write technique were used in collecting the data. The data obtained were organised on the basis of qualitative content analysis. Then the data were grouped into 7 categories (methods/techniques, biotechnology applications, genetics, other branches of science, organisms, meaning attributed to biotechnology, laboratory) according to word association test, and into 4 categories (methods/techniques, biotechnology applications, genetics, organisms) according to draw-and-write technique. According to the research findings, almost half of the prospective teachers had correct and appropriate associations for biotechnology, whereas a considerable part of them did not have adequate conceptual associations. Also, it was found that prospective teachers had misconceptions about biotechnology. },
	keywords = {cognitive structure, draw-and-write technique, teaching of biotechnology, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.494  },
	url = {http://oaji.net/articles/2016/987-1482424017.pdf},
	author = {Dilek Sultan Acarli}
}
@article {502,
	title = {DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {284-297},
	abstract = {The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher{\textquoteright}s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher{\textquoteright}s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. },
	keywords = {3-stage education through science (EtS) model, constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.281},
	url = {http://oaji.net/articles/2016/987-1482422247.pdf},
	author = {Ana Valdmann and Miia Rannikmae and Jack Holbrook}
}
@article {537,
	title = {DEVELOPING  EDUCATIONAL VIDEO TO IMPROVE THE USE OF SCIENTIFIC APPROACH IN COOPERATIVE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {725{\textendash}737 },
	abstract = {This research developed educational video that showed a modeling of using scientific approach in cooperative learning. The purpose of this research was (1) to describe how pre-service teachers implement scientific approach in cooperative learning after carrying out a modeling session through this educational video, and (2) to describe the views of those pre-service teachers in response to the learning process. The study involved 11 pre-service teachers in Biology Education program, The State University of Surabaya, Indonesia. The pre-service teachers were then asked to conduct teaching simulations according to the video they had observed with different topics. The results showed that the educational video was effective in training pre-service teachers to implement scientific approach in cooperative learning. They also showed positive views towards the video. This research implies that modeling through educational video is able to promote scientific approach teaching to the pre-service teachers.},
	keywords = {Cooperative learning, educational video, scientific approach, teaching skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.725},
	url = {http://oaji.net/articles/2016/987-1482503022.pdf},
	author = {Endang Susantini and Ulfi Faizah and Muji Sri Prastiwi and Suryanti}
}
@article {484,
	title = {DEVELOPMENT OF A QUESTIONNAIRE TO MEASURE CO-REGULATED LEARNING STRATEGIES DURING COLLABORATIVE SCIENCE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {68{\textendash}78 },
	abstract = {The purpose of this research was to develop a questionnaire that measures students{\textquoteright} 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{\textquoteright}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.},
	keywords = {co-regulated learning, collaborative learning, efforts regulation, help-seeking and help-giving, monitoring, planning, science learning, self-regulated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.68 },
	url = {http://oaji.net/articles/2016/987-1481286280.pdf},
	author = {Eunice Eyitayo Olakanmi}
}
@article {536,
	title = {DEVELOPMENT OF A TECHNOLOGY INTEGRATED INTERVENTION IN TERTIARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {712{\textendash}724 },
	abstract = {It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning in tertiary education could be time-consuming and complex since there is a plethora of technology available. The aim of this research was therefore to support lecturers by providing them with an evaluated technology-integrated intervention in fluid mechanics. Hence the objectives were to develop this technology-integrated intervention to support 21st-century learning for first-year physics students and to determine its effectiveness when presented by various lecturers. An exploratory case study research design guided the research. A design-thinking framework for technology-integrated lessons was used and included the Technological Pedagogical and Content Knowledge (TPACK) model. This research was done with two lecturers and 117 students from a University of Technology in South Africa. The data gathering tools comprised pre and post-tests, tutorials, observation schedules and questionnaires. Results indicated that student learning is affected by the way in which technology is used not only in schools, but also in tertiary education and that lecturer belief play a crucial role in the design process but also manifest when lecturers have to use a designed intervention. },
	keywords = {21st-century learning, fluid mechanics, Teacher beliefs, technology integrated lesson, tertiary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.712},
	url = {http://oaji.net/articles/2016/987-1482502960.pdf},
	author = {Jeanne Kriek and Annaretha Coetzee}
}
@article {522,
	title = {DEVELOPMENT OF AN ONLINE THREE-TIER DIAGNOSTIC TEST TO ASSESS PRE-UNIVERSITY STUDENTS{\textquoteright} UNDERSTANDING OF CELLULAR RESPIRATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {532{\textendash}546},
	abstract = {This research reports the development of an online three-tier diagnostic instrument for pre-university students related to cellular respiration. To date, only few studies have been conducted to identify students{\textquoteright} alternative conception in the topic of cellular respiration. One of the contributing factors is due to lack of instrument developed to measure these alternative conceptions. Three-tier tests are used as assessment tools for lecturers to determine students{\textquoteright} alternative conceptions related to cellular respiration and their knowledge and understanding about the concepts. The research incorporates both qualitative and quantitative methods. The instrument was developed in five phases: (1) construction of items, (2) pilot study, (3) validation of instrument, (4) transforming the instrument into an online assessment tool, and (5) the administration of the Online Diagnostic Tool (ODiT). The Cellular Respiration ODiT consists of three tiers: answer and reasoning tiers to measure {\textquotedblleft}content knowledge{\textquotedblright} and {\textquotedblleft}explanatory knowledge{\textquotedblright} respectively, and a third tier that measures the level of confidence of pre-university students. Analysis of the students{\textquoteright} responses demonstrated acceptable reliability and validity of the instrument. The research also shows that both students and lecturers benefit when online diagnostic tests are implemented appropriately.},
	keywords = {biology alternative conception, online diagnostic tool, three-tier diagnostic test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.532},
	url = {http://oaji.net/articles/2016/987-1482424242.pdf},
	author = {Rohaida Mohd Saat and Hidayah Mohd Fadzil and Nor Azlina Abd. Aziz and Kamariah Haron and Kamaludin A. Rashid and Natalya Rudina Shamsuar}
}
@article {507,
	title = {DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {350-359},
	abstract = {Chemistry self-efficacy beliefs have been defined as someone{\textquoteright}s beliefs about his or her own capability to perform a given chemistry task. These beliefs, one of the affective variables in the laboratory practices which are quite effective for learning science, affect individuals{\textquoteright} accomplishment, motivation and anxiety. Self-efficacy is task and domain specific. Therefore, self-efficacy beliefs gathered through chemistry self-efficacy scales cannot be accepted as a predictor of chemistry laboratory self-efficacy beliefs. In this research, an instrument, Chemistry Laboratory Self-Efficacy Beliefs Scale, was developed in order to determine students{\textquoteright} self-efficacy beliefs toward chemistry laboratory. Data were collected from 1095 high school students. Validity analysis was examined with Exploratory Factor Analysis, then Confirmatory Factor Analysis was made. The factor analysis revealed 2 factors: psychomotor self-efficacy and cognitive self-efficacy. The reliability analysis was computed with Cronbach alpha coefficient, for the whole instrument it was 0.885. The analyses resulted in the development of a two-factor scale of 14 items that was shown to be valid and reliable. At the same time, this instrument is also the first original instrument developed for determining the students{\textquoteright} self-efficacy beliefs toward chemistry laboratory.},
	keywords = {chemistry laboratory, high school students, Self-Efficacy Beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.350},
	url = {http://oaji.net/articles/2016/987-1482422582.pdf},
	author = {Fatma   Alkan}
}
@article {499,
	title = {EDUCATION FOR SUSTAINABLE DEVELOPMENT AT HIGHER EDUCATION INSTITUTIONS: A CRITIQUE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {268-270},
	abstract = {Since the inception of the concept of education for sustainable development (ESD) (UNCED, 1992, Chapter 36, par.3), higher education institutions (HEIs) have been considered key actors in its promotion. HEIs were expected to achieve this by leading students to contextualise their learning within the realities of their own specialisation, profession and personal life by encouraging them to develop: (a) the notion of global citizenship; (b) a commitment towards environmental stewardship; (c) a reflection about the interaction between issues of social justice, ethics, wellbeing and ecological and economic factors; and (d) a commitment towards actively ensuring sustainable futures (Longhurst, 2014, p.5). However, Orr{\textquoteright}s reflection while watching the yearly procession of graduands that {\textquotedblleft}{\textellipsis} without significant precautions, education can equip people merely to be more effective vandals of the earth{\textquotedblright} (Orr, 1994, p.5) is quite telling. Considering the resources invested in HEIs and the time elapsed since ESD{\textquoteright}s learning objectives were spelled out, one would expect much greater achievements in the realm of sustainable development. This does not mean that there are no great examples where HEIs have done a great job at promoting sustainability (UNESCO, 2014a), but one must admit that, when looking at the whole picture, these are relatively isolated cases and that the overall picture is rather bleak. },
	keywords = {education for sustainable development, higher education institutions, students learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.268},
	url = {http://oaji.net/articles/2016/987-1482421862.pdf},
	author = {Paul Pace}
}
@article {494,
	title = {THE EFFECT OF A BLENDED COLLABORATIVE LEARNING ENVIRONMENT IN A SMALL PRIVATE ONLINE COURSE (SPOC): A COMPARISON WITH A LECTURE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {194{\textendash}203 },
	abstract = {This study explored the effect of blended learning in terms of model-based collaborative learning in a small private online course (SPOC) environment on 10th graders{\textquoteright} achievements in stoichiometry through a quasi-experimental design. The participants included 140 tenth graders assigned to two groups: (a) the experimental group, which studied in a blended environment (N = 69) and (b) the control group, which studied in a conventional lecture-based environment (N = 71). The results revealed that the experimental group exhibited significantly superior performance than the control group after the intervention and that the key factor in enhancing students learning is the teacher{\textquoteright}s facilitation. These findings implied that the blended model-based collaborative learning in a SPOC environment with proper design, facilitation, and face-to-face interaction groups provided students with opportunities to engage in learning to improve their achievements.},
	keywords = {collaborative learning, interactive learning environments, model-based Instruction, small private online course, stoichiometry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.194},
	url = {http://oaji.net/articles/2016/987-1481916971.pdf},
	author = {Jing Ping Jong}
}
@article {534,
	title = {THE EFFECT OF CONCEPTUAL CHANGE TEXTS ENRICHED WITH METACONCEPTUAL PROCESSES ON PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING OF HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {693{\textendash}705 },
	abstract = {The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers{\textquoteright} conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers{\textquoteright} conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants{\textquoteright} conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts.  },
	keywords = {conceptual change text, heat and temperature, metaconceptual processes, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.693},
	url = {http://oaji.net/articles/2016/987-1482502823.pdf},
	author = {Nejla Y{\"u}r{\"u}k and P{\i}nar Ero{\u g}lu}
}
@article {508,
	title = {THE EFFECT OF KAYEU LEARNING OUTSIDE THE CLASSRROM PRIMARY SCIENCE MODULE ON INTRINSIC MOTIVATION OF INDIGENOUS LEARNERS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {360-370},
	abstract = {In order to motivate indigenous learners to learn science and instil their positive attitude towards the subject, conducive and simulative learning environment need to be specifically designed for them. This research is aimed to determine the effect of Kayeu Learning Outside the Classroom (LOC) primary science module on intrinsic motivation of indigenous learners. The treatment group (n=38) used the Kayeu LOC primary science module while the control group (n=35) used the conventional module, which are materials mandated by Ministry of Education (MOE). Three-point Likert scale intrinsic motivation questionnaire consisting of general and science constructs was administered before and after T\&L to both groups. Analysis of MANOVA repeated measures showed there were no significant effects of the groups and time on the intrinsic motivation, and there was no significant interaction effect between time and the groups on intrinsic motivation. However, follow-up simple interaction analysis found that there is a significant main effect of the time and significant effect of interactions between time and the groups on the general construct.},
	keywords = {indigenous learners, intrinsic motivation, Learning Outside the Classroom (LOC), primary science, teaching module},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.360},
	url = {http://oaji.net/articles/2016/987-1482422639.pdf},
	author = {Cindy Wong Chyee Chen and Kamisah Osman}
}
@article {525,
	title = {THE EFFECTIVENESS OF A CONSTRUCTIVIST TEACHING MODEL ON STUDENTS{\textquoteright} UNDERSTANDING OF PHOTOSYNTHESIS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {575{\textendash}587},
	abstract = {Photosynthesis is one of the fundamental processes on Earth and it ranks among the most demanding science concepts for students, associated with a number of misconceptions. For improving students{\textquoteright} understanding and learning outcomes the constructivist approach has proven to be one of the most effective. In this research the constructivist teaching model of photosynthesis (CTMP) was designed and its effectiveness on students{\textquoteright} understanding was tested. Students (N=201) from Slovenian primary schools (aged 11{\textendash}12 years) participated in the research. CTMP was used in the experimental group (EG), while the traditional teaching approach was used in the control group (CG). Students{\textquoteright} learning achievements were evaluated using the paper-and-pencil tests. The test items were classified into three groups based on Bloom{\textquoteright}s taxonomy: (1) knowledge, (2) comprehension and application, and (3) analysis, synthesis, evaluation. Mann-Whitney U-test showed that the EG had better learning outcomes than the CG. Statistically significant differences were found at the highest cognitive level. The CTMP contributes to the improvement of teaching and learning of photosynthesis, fosters the development of higher-order thinking and offers opportunity for integration of the constructivist approach in science classes, which will help to increase the quality of acquired knowledge and to raise the level of scientific literacy of the population.},
	keywords = {Bloom{\textquoteright}s taxonomy, constructivist approach, primary school, teaching about photosynthesis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.575},
	url = {http://oaji.net/articles/2016/987-1482502117.pdf},
	author = {Nata{\v s}a Dolenc Orbani{\'c} and Darja Skribe Dimec and Majda Cenci{\v c}}
}
@article {515,
	title = {EFFECTIVENESS OF THE INQF-BASED LEARNING ON A GENERAL PHYSICS FOR IMPROVING STUDENT{\textquoteright}S LEARNING OUTCOMES},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {441{\textendash}451},
	abstract = {This research aims to analyse effectiveness of the Indonesian National Qualification Framework (INQF)-based learning on General Physics to increase the sixth level student{\textquoteright}s Learning Outcomes (LOs) according to the INQF indicators and student{\textquoteright}s skills in using physics laboratory equipment. This research was conducted using two groups of students that consisted of 29 and 30 students. A preliminary test (pre-test) and a post-test were applied to the groups that assumed to have the same level of knowledge and skills. The data were analysed using the paired t-test, the n-gain, and the ANOVA. The results show that the INQF-based learning applied to the General Physics effective in increasing the student{\textquoteright}s LOs according to the INQF indicators. Moreover, the n-gain scores between the pre-test and the post-test can be categorized as moderate for the sixth level student{\textquoteright}s LOs and categorized as high for the student{\textquoteright}s skills in using the physics laboratory equipment. },
	keywords = {general physics, INQF-based learning, student{\textquoteright}s learning outcomes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.441},
	url = {http://oaji.net/articles/2016/987-1482423739.pdf},
	author = {Budi Jatmiko and Wahono Widodo and Martini and Mohammad Budiyanto and Iwan Wicaksono and Paken Pandiangan}
}
@article {497,
	title = {THE EFFECTS OF PERCEIVED SUPPORT FOR CREATIVITY ON INDIVIDUAL CREATIVITY OF DESIGN-MAJORED STUDENTS: A MULTIPLE-MEDIATION MODEL OF SAVORING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {232{\textendash}245 },
	abstract = {STEAM (Science, Technology, Engineer and Mathematics + Art/Design) education is presented to broaden interest in STEM fields, enhance the creativity of STEM students, and spur innovation. Although studies have explored the environment factors that influence individual creativity, few researches have investigated the role of students{\textquoteright} savoring which might drive the demand-pull innovation in creativity cultivation. Therefore, this study aims to explore the effects of perceived support for creativity and the multiple mediation of savoring capacity on individual creativity in the context of undergraduate Design education. The instruments were administered to 851 Design-majored students in Taiwan. The collected data were tested against the research model using a path analysis-based procedure of multiple-mediators analysis. Research findings include: (1) Both students{\textquoteright} perceived support for creativity and their ability to savor (through anticipation, enjoying the moment, and reminiscence) have significant positive effects on their individual creativity; (2) Among the three methods of savoring, savoring the moment alone has significant positive effects on individual creativity; (3) Students{\textquoteright} perceived support for creativity mediated by their ability to savor the moment has significant positive effects on their individual creativity. The findings provide several important theoretical and practical implications regarding fostering students{\textquoteright} creativity in the context of STEAM education.},
	keywords = {individual creativity, multiple mediation, perceived support for creativity, savoring, STEAM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.232},
	url = {http://oaji.net/articles/2016/987-1481917222.pdf},
	author = {Jing-Chuan Lee and Chih-Lien Wang and Li-Chih Yu and Shu-Hsuan Chang}
}
@article {527,
	title = {THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS{\textquoteright} SCIENCE CRITICAL THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {602{\textendash}616},
	abstract = {This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders{\textquoteright} science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students{\textquoteright} pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. },
	keywords = {Critical thinking, fifth graders, Problem-Based Learning, thinking maps},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.602},
	url = {http://oaji.net/articles/2016/987-1482502250.pdf},
	author = {Siew, N. M. and Ruslan Mapeala}
}
@article {498,
	title = {EFFECTS OF THE CONTEXT-BASED APPROACH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING: {\textquotedblleft}THE UMBRA, THE SOLAR ECLIPSE AND THE LUNAR ECLIPSE{\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {246{\textendash}260 },
	abstract = {The purpose of this study was to explore the effects of context-based learning approach (CBLA) on 5th grade students{\textquoteright} misconceptions about {\textquoteleft}the umbra, solar and lunar eclipses{\textquoteright}. In this study, a quasi-experimental methodology pre-test and post-test design was utilized with control and experimental groups. The study was conducted with 48 5th grade students (aged 10 to 11 years). For the experimental group, the topics were explained using the CBLA while for the control group the 5E teaching model of the constructivist approach was used. For data collection, a two-tier conceptual test and a semi-structured interview were used. Study results indicated that the learning environment designed in accordance with the CBLA was a superior instructional tool than the 5E teaching model learning environment in terms of students{\textquoteright} conceptual learning performance and eliminating students{\textquoteright} misconceptions. In addition, CBLA helped students to link between the scientific concepts and the context related to the daily life.},
	keywords = {Conceptual Understanding, context-based learning approach, lunar and solar eclipses, umbra},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.246  },
	url = {http://oaji.net/articles/2016/987-1481917291.pdf},
	author = {Fethiye Karsl{\i} and Kadriye Kara Patan}
}
@article {524,
	title = {EFFICACY OF INQUIRY-BASED LEARNING IN MATHEMATICS, PHYSICS AND INFORMATICS IN RELATION TO THE DEVELOPMENT OF STUDENTS{\textasciiacute} INQUIRY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {559{\textendash}574},
	abstract = {The current initiatives at European level urge more emphasis on the implementation of inquiry-based science education (IBSE). Although there are existing studies on the effect of IBSE on understanding science, fewer attempts have been made regarding the development of various inquiry skills. In this research, a model of consistent implementation of inquiry activities across the three subjects of mathematics, physics and informatics was developed and its efficacy with regard to selected inquiry skills development was examined. In order to evaluate the efficacy, a test assessing the level of inquiry skills development was designed. This test was taken by 300 high school students both before and after experimental teaching. In between students were exposed to coherent and intentional multidisciplinary inquiry-based learning within a period of approx. four months. The results showed a statistically significant increase on test scores that is gender independent, however the class specialization played a significant role. The results indicate that the designed model of coactive IBSE implementation is efficacious for inquiry skills development and therefore applicable in school practice.},
	keywords = {inquiry skills, inquiry skills assessment, inquiry-based science education, test of inquiry skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.559},
	url = {http://oaji.net/articles/2016/987-1482502031.pdf},
	author = {Zuzana Je{\v s}kov{\'a} and Stanislav Luk{\'a}{\v c} and Martina Han{\v c}ov{\'a} and {\v L}ubom{\'\i}r {\v S}najder and J{\'a}n Guni{\v s} and Brigita Balogov{\'a} and Mari{\'a}n Kire{\v s}}
}
@article {511,
	title = {EMPOWERING STUDENTS{\textquoteright} METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {391-400},
	abstract = {Metacognitive skills play an important role in various students{\textquoteright} cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students{\textquoteright} metacognitive skills empowerment in biology teaching. Sample of this research were 162 students of the first year natural science class of senior high schools in Surabaya, Indonesia, academic year 2014/2015. The students{\textquoteright} metacognitive skills were measured using essay questions test, given at the beginning and at the end of the research. The results of the research showed that the implementation of teaching strategies had an effect to empower students{\textquoteright} metacognitive skills. GITTW learning strategy had the biggest effect on the metacognitive skills empowerment. TTW learning strategy could improve students{\textquoteright} metacognitive skills higher than GI and conventional teaching strategy. This proves that GITTW is one of the teaching strategies that teachers should use to maximise the students{\textquoteright} metacognitive skills empowerment. },
	keywords = {biology teaching, group investigation, metacognitive skills, teaching strategy, think talk write},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.391},
	url = {http://oaji.net/articles/2016/987-1482422861.pdf},
	author = {Lina Listiana and Herawati Susilo and Hadi Suwono and Endang Suarsini}
}
@article {1036,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {401-404},
	abstract = {End page, Vol. 15, No. 3, 2016, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629442562.pdf},
	author = {Editorial Board}
}
@article {1057,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {127-132},
	abstract = {End page, Vol. 15, No. 1, 2016, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631343623.pdf},
	author = {Editorial Board}
}
@article {1054,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {261-264},
	abstract = {End page, Vol. 15, No. 2, 2016, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631292251.pdf},
	author = {Editorial Board}
}
@article {1033,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {547-552},
	abstract = {End page, Vol. 15, No. 4, 2016, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629378775.pdf},
	author = {Editorial Board}
}
@article {1030,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {653-656},
	abstract = {End page, Vol. 15, No. 5, 2016, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629301972.pdf},
	author = {Editorial Board}
}
@article {1027,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Other},
	chapter = {776-780},
	abstract = {End page, Vol. 15, No. 6, 2016, JBSE},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1629273005.pdf},
	author = {Editorial Board}
}
@article {485,
	title = {EVALUATING OF PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING OF GENERAL CHEMISTRY CONCEPTS BY USING TWO TIER DIAGNOSTIC TEST},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {79{\textendash}96 },
	abstract = {This research aimed at evaluating pre-service science teachers{\textquoteright} understanding of the subject matters such as {\textquotedblleft}thermochemistry, chemical kinetics, chemical equilibrium, acids and bases and electrochemistry{\textquotedblright}. For this purpose, a two-tier diagnostic test consisting of 44 items (α = 0.84) related to the aforementioned concepts was developed by the researchers. This test was applied on to the first, second, and third year pre-service science teachers in Hasan Ali Yucel Education Faculty, Istanbul University. The results showed that the pre-service science teachers had alternative conceptions about endothermic-exothermic reactions, conservation of energy, reaction enthalpy, calorimeters; rate of reaction, reaction rate constant, effects of some factors on reaction rate and reaction rate constant; effects of some factors on equilibrium, equilibrium dynamics, Le Chatelier Principle; equivalence point, end point, indicators, buffers, titrations, neutralization, strength and properties of acids and bases, pH; effects of concentrations on cell potential, metal electrodes, localization of anode and cathode, plating, galvanization.},
	keywords = {acids and bases, Alternative Conception, chemical equilibrium, chemical kinetic, electrochemistry, thermochemistry, two tier diagnostic test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.79},
	url = {http://oaji.net/articles/2016/987-1481286347.pdf},
	author = {Ayfer Mutlu and Bur{\c c}in Acar {\c S}e{\c s}en}
}
@article {533,
	title = {AN EVALUATION OF THE EFFECTS OF COMBINED HEALTH WARNINGS ON CIGARETTE PACKETS THROUGH EYE MOVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {680{\textendash}692 },
	abstract = {Smoking is the source of fundamental health problems. Activities have been organised throughout the world so that smokers and non-smokers do not encounter smoking-related health problems in society. One such activity is the combined health warnings designed to be printed on cigarette packets. The warnings on cigarette packets are considered as an instrument of education to develop the desired attitudes in individuals by improving their knowledge of health. This research aims to evaluate the effects of 14 combined health warnings printed on cigarette packets on smokers and non-smokers. This is a descriptive research, and it employs a correlation model. The research group was composed of 57 individuals participating in the research on the basis of volunteering. The data were collected through eye-tracking and by means of two forms. According to the findings, the combined warnings on cigarette packets were moderately influential and they were remembered at low levels. It was also found that the participants were familiar with the combined warnings on cigarette packets and that they avoided the warnings. These results demonstrate that the warnings should be re-evaluated by taking diverse demographic properties into consideration.  },
	keywords = {cigarette packet, combined health warnings, eye movements, Health Education, university student},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.680},
	url = {http://oaji.net/articles/2016/987-1482502752.pdf},
	author = {Cem Ger{\c c}ek and {\"O}zg{\"u}r {\"O}zcan and Nihan Ocak and {\c C}ise Ferhat and Sevgi Berbero{\u g}lu and Elif {\c C}ak{\i}r and Nuri Do{\u g}an and K{\"u}r{\c s}at {\c C}a{\u g}{\i}ltay}
}
@article {492,
	title = {EXAMINING THE INFLUENCE OF PROJECTS CARRIED OUT WITH TECHNOLOGICAL TOOLS ON PRE-SERVICE TEACHERS{\textquoteright} LEVELS OF ENVIRONMENTAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {173{\textendash}184 },
	abstract = {In all parts of our daily lives, individuals meet technology and technological tools. For this reason, individuals from all professions should be knowledgeable about these concepts. One of these professions covers pre-service teachers, who are considered as to be future teachers. The aim of this research was not only to examine the influence of the projects carried out by science pre-service teachers with technological tools on their levels of environmental literacy, but also to reveal which of the innovator categories in Rogers{\textquoteright}s (1962) Theory of Diffusion of Innovations they belonged to. In the research, the mixed research design was used since qualitative and quantitative data were required. The research sample included 110 science pre-service teachers. All the science pre-service teachers constituted the quantitative sample, while 10 randomly selected pre-service teachers formed the qualitative sample group. In the research, environmental literacy scale, semi-structured interview technique and researcher reflections were used as the data collection tools. It was found that the science pre-service teachers belonged to the categories of {\textquotedblleft}Innovators{\textquotedblright} and {\textquotedblleft}Early Adopters{\textquotedblright} according to Roger{\textquoteright}s theory in terms of technology use.},
	keywords = {diffusion of innovations theory, environmental literacy, technological tools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.173},
	url = {http://oaji.net/articles/2016/987-1481916837.pdf},
	author = {H{\"u}seyin Artun}
}
@article {493,
	title = {THE EXPANSION THERMOMETER IN PRESCHOOLERS{\textquoteright} THINKING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {185{\textendash}193 },
	abstract = {Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers{\textquoteright} representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.},
	keywords = {expansion thermometer, preschool education, preschoolers{\textquoteright} representations, science and technology education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.185},
	url = {http://oaji.net/articles/2016/987-1481916899.pdf},
	author = {Maria Kampeza and Angeliki Vellopoulou and Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@article {528,
	title = {EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {617{\textendash}629},
	abstract = {This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching.  This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regression equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention.},
	keywords = {cognitive retention, jigsaw, metacognitive awareness, metacognitive skills, Problem-Based Learning, regression line},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.617},
	url = {http://oaji.net/articles/2016/987-1482502307.pdf},
	author = {Muhiddin Palennari}
}
@article {506,
	title = {EXPLORING THE RELATIONSHIP BETWEEN METACOGNITION AND ATTITUDES TOWARDS SCIENCE OF SENIOR SECONDARY STUDENTS THROUGH A STRUCTURAL EQUATION MODELING ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {340-349},
	abstract = {Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students{\textquoteright} attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students{\textquoteright} attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students{\textquoteright} science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students{\textquoteright} attitudes towards science. },
	keywords = {attitudes towards science, metacognition strategies, senior secondary students, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.340},
	url = {http://oaji.net/articles/2016/987-1482422523.pdf},
	author = {Zeinab Jahangard and Asghar Soltani and Merhangiz Alinejad}
}
@article {505,
	title = {FRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPTIONS OF VECTOR-KINEMATICS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-339},
	abstract = {Current research in physics shows that pre-service teachers have poor content knowledge in vector-kinematics. This study describes the types of categories of conceptions pre-service teachers display in vector-kinematics. Descriptive and interpretive qualitative research was conducted in which the data were concept maps from 28 third-year pre-service teacher volunteers in a physics module at a university. Participants were supported in the use of CmapTools to draw their concept maps of vector-kinematics. This study was guided by Ausubel{\textquoteright}s theory of meaningful learning which relates individuals{\textquoteright} new knowledge to relevant concepts they already possess. Framework thematic analysis revealed seven knowledge categories with differing extensiveness: two of conceptual knowledge (hierarchical and relational), three of alternative conceptions (na{\"\i}ve, lateral, ontological) and two of mixed conceptions and loose ideas. The findings showed a lack of higher level conceptual understanding of vector-kinematics. The study has implications for the teaching and learning of vector-kinematics. },
	keywords = {alternative conceptions, categories of conceptions, conceptual knowledge, framework analysis method, vector-kinematics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.325},
	url = {http://oaji.net/articles/2016/987-1482422449.pdf},
	author = {Nadaraj Govender and Bekele Gashe Dega}
}
@article {509,
	title = {HOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-381},
	abstract = {The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers{\textquoteright} initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered.},
	keywords = {primary education, SCIENCE teachers, scientific competence, secondary education, teachers{\textquoteright} perceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.371},
	url = {http://oaji.net/articles/2016/987-1482422711.pdf},
	author = {Mateos Jim{\'e}nez, A. and Garc{\'\i}a Fern{\'a}ndez, B. and Bejarano Franco, M.T.}
}
@article {521,
	title = {IMPROVING ACADEMIC ACHIEVEMENT OF SCIENCE LEARNERS IN RURAL SCHOOLS THROUGH ASSESSMENT PRACTICES: A SOUTH AFRICAN CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {523{\textendash}531},
	abstract = {This research was embarked on to explore the underperformance of Physical Sciences learners and the subsequent increasing unpopularity of the subject in South African rural schools. As poor academic achievement in science is a concern in many countries and not only in South Africa, qualitative research was undertaken to determine whether assessment can contribute to the improvement of learners{\textquoteright} academic achievement in this particular school subject. The research uses the Cultural and Historical Activity Theory as theoretical lens to analyse how assessment can improve the academic achievement of learners. Data were collected by means of face-to-face interviews with teachers, school principals and subject advisers, the {\textquotedblleft}community{\textquotedblright} as advocated by the Activity Theory, while focus-group interviews were held with the learners who are the {\textquotedblleft}subjects{\textquotedblright} in the Activity Theory. Verbatim findings highlight the views of participants and reveal that though efforts are made to incorporate a variety of informal assessment methods, key issues such as poor formulation of questions, weak comprehension skills and unsatisfactory interpretation of questions, remain a problem. Based on these findings, recommendations for improvement are proposed. },
	keywords = {case study; improving science achievement; physical sciences assessment; rural schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.523},
	url = {http://oaji.net/articles/2016/987-1482424158.pdf},
	author = {Rekai Zenda and Johanna G. Ferreira}
}
@article {487,
	title = {IMPROVING STUDENT UNDERSTANDING OF THE CONCEPTS OF WEIGHT AND MASS WITH A COMPUTER SIMULATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {109{\textendash}126 },
	abstract = {Although weight and mass are considered fundamental concepts in physics, they are still not well understood by students. A computer simulation was designed to improve students{\textquoteright} learning of these concepts and compared it with other teaching strategies. The research was carried out with 142 students (7th grade; 12-13 years old), from three schools. There is a significant change in conceptual understanding of the concepts weight and mass for all groups. Nevertheless, total gains were higher for students who used the computer simulation. The implication is that using a computer simulation, carefully designed to address specific conceptual difficulties, may help the students understand the concepts of weight and mass. We also interviewed teachers to understand their role in the classroom. It was found that the features most likely to contribute to improve students{\textquoteright} learning are related to the balance between support and autonomy given to students during the use of the computer simulation.},
	keywords = {computer simulation, mass and weight, physics education, teaching and learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.109},
	url = {http://oaji.net/articles/2016/987-1481286476.pdf},
	author = {C{\^a}ndida Sarabando and Jos{\'e} P. Cravino and Armando A. Soares}
}
@article {518,
	title = {INTEGRATING STEM IN AN ENGINEERING DESIGN PROCESS: THE LEARNING EXPERIENCE OF RURAL SECONDARY SCHOOL STUDENTS IN AN OUTREACH CHALLENGE PROGRAM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {477{\textendash}493},
	abstract = {This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-{\'a}-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students{\textquoteright} learning experience were captured through participants{\textquoteright} responses to a six-point Likert scale questionnaire, teachers{\textquoteright} field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students.},
	keywords = {engineering design process, higher order thinking, outreach challenge program, rural schools, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.477},
	url = {http://oaji.net/articles/2016/987-1482423958.pdf},
	author = {Siew, N. M. and Henry Goh and Fauziah Sulaiman}
}
@article {513,
	title = {KOREAN SCIENCE TEACHERS{\textquoteright} PERCEPTIONS AND ACTUAL USAGE OF EDUCATIONAL THEORIES/TEACHING STRATEGIES IN THEIR TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {411{\textendash}423},
	abstract = {Many researchers have reported that there is a significant gap between theory and practice in education. This research sought to contribute to this work by examining the theory/practice gap in secondary school science teaching in South Korea. To do this, a questionnaire was developed to investigate the gap between Korean science teachers{\textquoteright} knowledge about Educational Theories and Teaching Strategies (ETTS) and the usage of it in their science classroom. The questionnaire was administered to 87 science teachers and results showed that even though participants were knowledgeable about many ETTS, only 26\% of the teachers reported using it in their teaching. Major reasons reported for this gap in theory and practice were restrictive educational environments that did not support the use of ETTS, irrelevancy and difficulties of ETTS, and students{\textquoteright} low interest in learning science. However, teachers{\textquoteright} perception of the importance of ETTS positively affected their usage of ETTS. Implications of the results are discussed, and alternative in-service training program is suggested to activate science teachers{\textquoteright} ETTS what they already know and to guide them to use ETTS in their actual science teaching.},
	keywords = {science teacher education, secondary science teacher, teaching strategy, theory-practice gap},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.411},
	url = {http://oaji.net/articles/2016/987-1482423597.pdf},
	author = {Jongwon Park and Youngmin Kim and Jongseok Park and Jin-Su Jeong and Young-Shin Park}
}
@article {514,
	title = {LEARNER{\textquoteright}S ALTERNATIVE AND MISCONCEPTIONS IN PHYSICS: A PHENOMENOGRAPHIC STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {424{\textendash}440 },
	abstract = {This phenomenographic case study attempted to determine the alternative and misconceptions of learners in selected concepts in Physics. The research adds another dimension to understanding alternative conception in kinematics by qualitatively determining how learners describe/define a distance of 0m, a displacement of 0m, a speed of 0m/s, a velocity of 0m/s as well as an acceleration of 0m/ss. Data were gathered by means of a free response test. Senior high school grade 12 learners were purposefully selected to complete the test. Data were analyzed by qualitatively interrogating the descriptions and related graphs and pictures to look for the ways in which learners described these concepts. The research revealed that some learners were not able to comprehend the meaning of a displacement of 0m, thus they experienced challenges in the understanding of the concepts such as a speed of 0m/s, a velocity 0m/s and an acceleration 0m/ss. The data seems to suggest that learners fail to formalise and contextualise {\textquotedblleft}0{\textquotedblright} as a concept in kinematics. },
	keywords = {alternative and misconceptions, contextualising {\textquotedblleft}0{\textquotedblright} concept, kinematics concepts, phenomenographic study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.424},
	url = {http://oaji.net/articles/2016/987-1482423653.pdf},
	author = {Abraham Motlhabane}
}
@article {516,
	title = {A LEARNING EXERCISE USING SIMPLE AND REAL-TIME VISUALIZATION TOOL TO COUNTER MISCONCEPTIONS ABOUT ORBITALS AND QUANTUM NUMBERS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {452{\textendash}463},
	abstract = {Misconception is one of the most widely researched topics in science education, including chemical education. This research aims to apply simple graphical visualization tool named Winplot for a learning exercise activity and explore its potency to counter misconceptions about orbitals and quantum numbers. Misconceptions that were countered in this research are the existence of orbitals in atoms and the relationship of magnetic quantum numbers to orbital orientation. This quasi experimental research using pre-test-post-test control group design was conducted to 43 first-year undergraduate students as control class and 45 as experimental class of chemical education at the University of Lampung.  The students{\textquoteright} pre-existing concepts were analyzed using a pre-test instrument and explored further using in-depth interview. Then, after implementing a learning exercise activity, the conceptual changes were analyzed using a post-test instrument. The results showed that students in experimental class had significant conceptual changes compared to control class. Applying this computer-based strategy is highly recommended to guide students in understanding chemical concepts, especially the topics of orbitals and quantum numbers.},
	keywords = {computer-based learning, first-year undergraduate, learning exercise, misconceptions, quantum chemistry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.452},
	url = {http://oaji.net/articles/2016/987-1482423795.pdf},
	author = {Sunyono Sunyono and Lisa Tania and Andrian Saputra}
}
@article {526,
	title = {LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {588{\textendash}601},
	abstract = {The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners{\textasciiacute} individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford{\textasciiacute}s variation on the Kolb{\textasciiacute}s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge.},
	keywords = {educational practice, identification of learning results, inquiry-based science education, learning styles, quantitative research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.588},
	url = {http://oaji.net/articles/2016/987-1482502186.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}}
}
@article {482,
	title = {META-ANALYSIS ON THE EFFECTIVENESS OF INVENTION EDUCATION IN SOUTH KOREA: CREATIVITY, ATTITUDE, AND TENDENCY FOR PROBLEM SOLVING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {48{\textendash}57},
	abstract = {This study aims to synthesize the research findings on the effects of K-12 invention education regarding creativity, attitudes toward invention, attitudes toward science, and tendency for technological problem solving in South Korea. Meta-analyses were conducted by calculating the effect size of 37 studies, including theses and journal papers associated with the implementation of invention education, published in South Korea. The overall effect size was medium (0.694), and invention education was found to have an effect on education. The effect sizes determined by the dependent variables and the categorical variables indicated that invention education had a positive impact. In other words, invention programs have helped improve K-12 students{\textquoteright} creativity, attitudes toward science, and tendency for technological problem solving. However, the number of program sessions and participants in invention programs did not have an impact on the benefits of invention education. Considering the effects of invention education on the students{\textquoteright} perspectives, this study could be helpful to both K-12 educational researchers and practitioners in the fields of science and technology education. Further studies are needed to develop the concrete instructional strategies of invention education for K-12 science and technology classrooms.},
	keywords = {invention education, meta-analysis, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.48},
	url = {http://oaji.net/articles/2016/987-1481286024.pdf},
	author = {Hyuksoo Kwon and Eunsang Lee and Dongkuk Lee}
}
@article {520,
	title = {PEDAGOGICALLY DESIRABLE SCIENCE EDUCATION: VIEWS ON INQUIRY-BASED SCIENCE EDUCATION IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {506{\textendash}522},
	abstract = {The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge.},
	keywords = {Delphi method, inquiry-based, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.506},
	url = {http://oaji.net/articles/2016/987-1482424083.pdf},
	author = {Yasemin Ozdem-Yilmaz and Bulent Cavas}
}
@article {535,
	title = {A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}711 },
	abstract = {This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58\% males, 42\% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students{\textquoteright} response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02\%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55\%), learning interest (94.37\%), self-directed learning skills (92.96\%) and feasible for medical education (87.32\%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China.  },
	keywords = {Active learning, China, medical education, patient-oriented problem-solving, Undergraduate},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.706},
	url = {http://oaji.net/articles/2016/987-1482502886.pdf},
	author = {Xingming Ma and Lifeng Zhang and Jingqiu Wang and Yanping Luo and Yaling Liang and Yufeng Wu}
}
@article {479,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {7{\textendash}17 },
	abstract = {Models are central constructs of science teaching and learning. This research aims to report on seven pre-service science teachers{\textquoteright} perceptions and attitudes towards models and the rationale for using models in science teaching. Semi-structured in-depth interviewing, an open-item questionnaire, and a five-point Likert scale questionnaire were used to obtain data from the participants. No evidence of negative attitude towards the use of models was observed among the participants. Although the pre-service science teachers (PSTs) valued the idea that scientific models are important aspects of science teaching and learning, they were hesitant to use and build models as teaching tools. Four categories related to the perceptions about the rationale for using models were identified from the data namely, promoting interest and attention, promoting understanding due to illustrative and representative nature of models, promote concretization as instrumental tool and promoting theoretical understanding in science. The findings indicated that the PSTs showed positive attitudes towards the use of models in their teaching, but certain factors like level of learner, time, lack of modeling experience, and limited knowledge of models appeared to be affecting their perceptions and attitudes negatively.},
	keywords = {modeling experience, pre-service teacher, science teacher, use of models},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.07},
	url = {http://oaji.net/articles/2016/987-1481285829.pdf},
	author = {Mustafa B. Aktan}
}
@article {530,
	title = {PRE-SERVICE TEACHERS{\textquoteright} ATTITUDES TOWARD SOCIO-SCIENTIFIC ISSUES AND THEIR VIEWS ABOUT NUCLEAR POWER PLANTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {642{\textendash}652 },
	abstract = {There is not a common attitude in a society for socio-scientific issues (SSI) such as whether to use nuclear power plants for energy production. Within this respect, the aim of the research is to examine pre-service science teachers{\textquoteright} and pre-service social studies teachers{\textquoteright} attitudes toward SSI and to reveal their views about setting up nuclear power plants in their country. The participant of research is 120 pre-service teachers. Firstly, Attitudes toward Socio-scientific Issues Scale (ATSIS) was implemented and then, focus group discussions were done with five students from each department separately so as to understand their views about nuclear power plants. Findings revealed that whereas pre-service teachers are eager to learn more about SSI, they have anxiety about it due to religion, moral and ethical perspectives. In addition, whereas both groups of pre-service teachers have some common views about nuclear power plants, pre-service science teachers do not have more positive views about having nuclear power plants in their country. },
	keywords = {attitude towards socio-scientific issues, focus group discussion, nuclear energy, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.642},
	url = {http://oaji.net/articles/2016/987-1482502437.pdf},
	author = {Hasan Ozgur Kapici and Genc Osman Ilhan}
}
@article {517,
	title = {PRESERVICE TEACHERS{\textquoteright} PERCEPTIONS OF THE RELATIONSHIP BETWEEN SCIENCE AND PEACE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {464{\textendash}476},
	abstract = {Raising young people aware of the need for science for peace is only possible with modern education that is based on science and enriches science with elements of peace. Accordingly, determination of perceptions of preservice teachers, who will bear the greatest responsibility in raising individuals, about the relationship between science and peace is of great importance. The aim of this research was to develop a valid and reliable scale to measure preservice teachers{\textquoteright} perceptions of the relationship between science and peace. A total of 253 preservice teachers, including 88 from the department of science teaching, 87 from the department of mathematics teaching and 78 from the department of primary school teaching, who were in their 4th year in the education faculty of Kocaeli University, Turkey, during the spring term of the academic year 2014-15, were recruited for this study. As a result of the factor analysis, Cronbach{\textquoteright}s alpha ({\'a}) reliability coefficient of the scale, consisting of four factors, including {\textquoteright}Communication and Intercultural Dialogue{\textquoteright} (6 items), "Technological Developments{\textquoteright} (6 items), {\textquoteright}Socio-Economic Developments{\textquoteright} (7 items) and{\textquoteright} Peace Education{\textquoteright} (7 items), and 26 items, was found to be .93. The Scale for Perception of the Relationship between Science and Peace (SPSP) is the first unique scale developed to determine preservice teachers{\textquoteright} perception of the relationship between science and peace. },
	keywords = {perceptions of pre-service teachers, scale development, science and peace},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.464},
	url = {http://oaji.net/articles/2016/987-1482423876.pdf},
	author = {Canan Dilek Eren}
}
@article {483,
	title = {PROSPECTIVE CHEMISTRY TEACHERS{\textquoteright} ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {58{\textendash}67},
	abstract = {Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers{\textquoteright} (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered.},
	keywords = {concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.58},
	url = {http://oaji.net/articles/2016/987-1481286082.pdf},
	author = {Necla D{\"o}nmez Usta and Neslihan {\"U}ltay}
}
@article {540,
	title = {PSYCHOLOGICAL DISTANCE AND PRO-ENVIRONMENTAL BEHAVIOR: AN APPLICATION OF BEHAVIOR MODEL TO},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {759{\textendash}775 },
	abstract = {To help mitigate and educate the negative impacts of emerging contaminants (ECs), this research tried to realize the environmental attitude and environmental behavioral intention of students in the field of environmental education at higher education level. However, little is known about integration of psychological distance, environmental attitude, behavioral intention and effective teaching strategies on emerging contaminants for undergraduate students within a behavior model. This research proposed a pro-environmental behavior model, integrated with Theory of Planned Behavior (TPB), Value-Belief-Norm (VBN) model and psychological distance to realize causal relationships among latent variables that instructors concerned. In a cross-sectional survey, this research effectively surveyed 851 respondents of five universities in Taiwan through self-report questionnaires. This research utilized bootstrapping manner and Smart-PLS software to identify the crucial relationships between two formative factors (environmental attachment and psychological distance), value and beliefs and behavior intention on ECs. The level of ECs knowledge was treated as a moderator, and results indicated significant moderator effects on environmental attachment toward environmental attitude, and environmental attitude toward behavioral intention. The results provide empirical support for some previous identified barriers to pro-environmental behavioral intention and suggest guidelines for effective pro-environmental behavior on ECs issues.},
	keywords = {behavioral intention, emerging contaminants, partial least squares, Theory of Planned Behavior, value{\textendash}belief{\textendash}norm theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.760 },
	url = {http://oaji.net/articles/2016/987-1482503264.pdf},
	author = {Shyang-Chyuan Fang and Tai-Kuei Yu and Tai-Yi Yu and I-Cheng Chang}
}
@article {489,
	title = {QUESTION FOR CURRENT SCIENCE EDUCATION: VIRTUAL OR REAL?},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {136{\textendash}139},
	abstract = {The feasible real experiments should not be in any way eliminated from school laboratory practice. This is the permanent starting point of all approaches to natural science curricula, and it is still in force. The real living environment makes us face more and more items of the virtual environment, worlds, mediated by infinite possibilities of computer networks. The mediated perception through virtual images has become (thanks to the massive spread of information technologies) the major cognitive channel of school age pupils. Direct utilization of information from an objectively existing reality is steadily superseded and replaced by virtual information. Six years ago we asked on the first pages of JBSE Nr. 1 (Bilek, 2010): How to blend an effective and meaningful application of real, indirect and simulative observation, measuring and experimenting according to didactic principles? Do we have to answer now or do we know directions where can we find the answer?},
	keywords = {future career, human knowledge, natural science curricula, real experiments, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.137},
	url = {http://oaji.net/articles/2016/987-1481916626.pdf},
	author = {Martin B{\'\i}lek}
}
@article {504,
	title = {THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS{\textquoteright} SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {312-324},
	abstract = {Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students{\textquoteright} task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students{\textquoteright} time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management. },
	keywords = {chemistry achievement, direct and indirect effects, path model, secondary school students, self-regulated learning skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.312},
	url = {http://oaji.net/articles/2016/987-1482422379.pdf},
	author = {{\c S}enol {\c S}en}
}
@article {491,
	title = {RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS{\textquoteright} GENETICS LITERACY LEVELS AND THEIR ATTITUDES TOWARDS ISSUES IN GENETICS LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {159{\textendash}172 },
	abstract = {The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers{\textquoteright} knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers{\textquoteright} genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers{\textquoteright} self-perceived interest, knowledge and importance of genetics, gender, academic achievement, socioeconomic status (household income, employment status and educational level of parents) are related to the their genetics literacy levels and attitudes towards various genetics literacy issues. Data was collected from 355 pre-service science teachers through administration of Genetics Literacy Assessment Inventory and Attitudes towards Issues in Genetics Literacy Scale. Canonical correlation analysis suggested that self-perceived interest and importance in genetics literacy issues, gender and parents{\textquoteright} educational levels were positively associated with participants{\textquoteright} genetics literacy levels, as well as attitudes towards the use of genetic information, gene therapy, and gene therapy applications. On the other hand, self-perceived knowledge, GPA, household income, employment status of parents were not found to be associated.},
	keywords = {Attitude, genetics literacy, pre-service science teachers, socio-demographic variables},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.159},
	url = {http://oaji.net/articles/2016/987-1481916765.pdf},
	author = {{\"U}mran Bet{\"u}l Cebesoy and Ceren {\"O}ztekin}
}
@article {495,
	title = {RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS{\textquoteright} PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {204{\textendash}215 },
	abstract = {Scientific model has been advocated as a central role of teaching in science education reform all over the world, with the critical method to achieve one of the goals of science education to promote scientific models and modeling. To find the students{\textquoteright} perceptions of cognitive level of physics models and their modeling mechanism, firstly, research progress in scientific models and modeling are summarized. Then, 39 experts and 8 researchers are chosen to do the three-stage questionnaire and interview, and 1576 students are selected from junior high school and 1625 students from senior high school to do the empirical study. The classification and cognitive level of physics models perceived by high school students have been founded as well as the influence on schools and regions. Finally, regression analysis on the model construction process of students is conducted. The result shows the cognitive level of scientific models held by students, appeared in Chinese national curriculum standards and national examination requirements are equivalent, but there are also some differences among students{\textquoteright} learning, curriculum standards and examination requirements. A specific classification of the models based on the comprehensive understanding systems is conducted, and the impact on learning among different schools and regions and inherent relationship on the cognitive level of physics models are founded. },
	keywords = {cognitive level, modeling mechanism, physics model, scientific model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.204},
	url = {http://oaji.net/articles/2016/987-1481917063.pdf},
	author = {Jingying Wang and Yue Zhang and Weizhao Shi}
}
@article {531,
	title = {RUNNING DETAILS ON THE TWO MOVEMENTS IN THE INTELLECTUAL HISTORY OF SCIENCE AND IDEAS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {660{\textendash}661 },
	abstract = {A long tradition concerning the causes of the planetary movements existed as to the movements on the earth: the so called problem de motu locali. Starting from late middle Ages many criticisms were carried out against the Aristotelian doctrine of natural and violent motions. A well accredited and historically coherent theory to explain the movement and the change of movement was the medieval theory of impetus substantially developed by Jean Buridan (ca. 1300{\textendash}ca. 1360) and by Nicolas d{\textquoteright}Oresme (1320? 1325?{\textendash}1382) on the basis of ideas that came back to John Philoponus (490{\textendash}570). },
	keywords = {history of science, medieval theory, planetary movements, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.660},
	url = {http://oaji.net/articles/2016/987-1482502576.pdf},
	author = {Raffaele Pisano}
}
@article {523,
	title = {SCHOLA LUDUS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {556{\textendash}558},
	abstract = {The virtual reality, artificial intelligence and gamification have the potential to complement existing educational approaches to science education, instruction and students{\textquoteright} knowledge construction. By students becoming part of a phenomenon, they gain direct experiential intuitions about how the natural world operates. In a virtual reality environment, students themselves can be moving, cantering their attention on different phenomena and designers can heighten this saliency by using multisensory cues to convey multiple, simultaneous representations of relative problems as a serious mind game. },
	keywords = {educational approaches, gamification of learning, new technologies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.556},
	url = {http://oaji.net/articles/2016/987-1482501959.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {539,
	title = {SCIENTIFIC RESEARCH ACTIVITY OF STUDENTS PRE-SERVICE TEACHERS OF SCIENCES AT UNIVERSITY: SIGNIFICANCE, READINESS, EFFECTIVENESS AND CAREER ASPECTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {746{\textendash}758 },
	abstract = {Scientific research activity (SRA) of the future nature subject teachers during university studies is a significant their professionality / skilfulness component. Teacher research activity at school and education quality improvement are directly related. On the other hand, teacher as a researcher (research) competence is formed not only during studies at university or performing pedagogical practices, but also during continual professional improvement activities, as for example, reflexive research. It is obvious, that learners{\textquoteright} scientific research activity is one of the main activity directions in natural science education process. Such activity effectiveness, and also natural science education quality for the most part guarantees properly prepared teacher. 
 A qualitative research was performed, in which 84 two Lithuanian university bachelor and master study programme students participated. The main research aim is to analyse SRA significance to teacher profession, contribution to professional readiness, and also to evaluate study process favourableness to scientist (researcher) career choice and personal student readiness for SRA. Data analysis was carried out applying content analysis method. 
It has been stated, that the biggest part of respondents relate SRA with professional improvement, and essential such activity contribution is professional readiness improvement (knowledge acquisition, experience and competence development). It has been fixed, that study process is partly favourable, however unsuitable conditions, teachers{\textquoteright} lack of interest and unfocused orientation to career hinder its improvement. Regardless of the fact that 50 \% of research participants evaluated their personal readiness to participate in SRA as improper, still the attitude to researcher career remains positive.            
},
	keywords = {qualitative research, scientific research activity (SRA), teacher education, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.746},
	url = {http://oaji.net/articles/2016/987-1482503167.pdf},
	author = {Vincentas Lamanauskas and Dalia Augiene}
}
@article {478,
	title = {SOME CRUCIAL AREAS IN SCIENCE EDUCATION RESEARCH CORRESPONDING TO THE NEEDS OF THE CONTEMPORARY SOCIETY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4{\textendash}6},
	abstract = {Innovative societies need people who are equipped with scientific and technological competences e.g. are scientifically literate. Being scientifically literate encompasses a large set of competences, many beyond those which are directly linked with exhibiting acquired scientific knowledge. While PISA studies mainly give a comparison of students{\textquoteright} science knowledge, thinking and process skills, the assessment is not so much about the skills needed in the workplace or functioning in society as a responsible citizen. This suggests there is a need for further comparative studies to cover this deficit. Such kind of research is essential directed to those countries which have shown high results in PISA studies (e.g. Estonia) in order to interpret PISA results more widely in new contexts. This is especially highlighted by recent findings from research carried out among a representative sample of Estonian gymnasium students.},
	keywords = {innovative societies, science education, scientific knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.04},
	url = {http://oaji.net/articles/2016/987-1481285769.pdf},
	author = {Miia Rannikm{\"a}e}
}
@article {501,
	title = {STEREOTYPES AND TECHNOLOGY EDUCATION: DIFFERENT PERCEPTIONS OF COMPUTER CAREER AMONG ELEMENTARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {271-283},
	abstract = {Prior studies indicated that children{\textquoteright}s images of science and engineering greatly influenced their attitude toward career choice. This study explored how elementary school students perceived computer professionals and computer job tasks. Sixty-four students attending computer camps in 2 cities participated in the study. The Draw-a-Scientist Test was employed and interviews were performed to collect and analyze student perceptions of computer professionals and computer job tasks. The results indicated that the students held contrasting perceptions of computer professionals. Although some students envisioned computer professionals with stereotypical characteristics, such as poor eyesight and unsociability, many students viewed computer professionals as people who were knowledgeable, mild tempered, and socially attractive. Moreover, students residing in different areas had conflicting perceptions of computer professionals because of personal experience with various types of computer professional. The results suggested that students did not stereotype computer careers according to gender, but female students exhibited a more negative attitude toward computer careers than did male students. To shape student views on computer jobs and career choices effectively, the researchers suggest providing students with learning opportunities in life contexts to understand the nature of computer professions.},
	keywords = {career perception, digital divide, gender studies, perception of computer scientists, science and technology education, urban-rural gap},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.271},
	url = {http://oaji.net/articles/2016/987-1482421931.pdf},
	author = {Ching-Ching Cheng and Kuo-Hung Huang}
}
@article {532,
	title = {STRENGTHENING STRATEGIC APPLICATIONS OF PROBLEM-SOLVING SKILLS FOR TAIWAN STUDENTS{\textquoteright} CHEMISTRY UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {662{\textendash}679},
	abstract = {This study better research aimed at strategic applications for exploring students{\textquoteright} learning performances with conceptual understanding and algorithmic proficiency by problem-solving maps and six major learning activities. A quasi-experimental method was employed to detect the outcomes of students{\textquoteright} compared intervention, together with two learning groups, the experimental group and control group. All results demonstrated that the experimental group students who used the strategic applications showed better learning performances than those of the control group students. The experimental group students with more cognitive competency presented significant achievements and larger effect sizes after their two module executions of gas chemistry program. Moreover, these demonstrations were predominated with students{\textquoteright} conceptual and algorithmic learning developments in chemistry. The experimental group students witnessed a new advancement of self-performed modules to promote their feedback and intelligent analyses.},
	keywords = {algorithmic proficiency, Conceptual Understanding, gas chemistry, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.662},
	url = {http://oaji.net/articles/2016/987-1482502639.pdf},
	author = {King-Dow Su}
}
@article {529,
	title = {STUDENTS{\textquoteright} MENTAL MODELS ABOUT THE RELATIONSHIP BETWEEN FORCE AND VELOCITY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {630{\textendash}641},
	abstract = {Mental models help us understand the formation of objects, the development of the process and to state an opinion about it. Therefore, in this study, we understand a mental model as {\textquoteleft}an internal representation, which acts out as a structural analogue of situations or processes. Although mental models are the representations of knowledge created during a cognitive activity, they are also reflective of personal beliefs. This study intends to exhibit prospective teachers{\textquoteright} mental models for the arguments they use in describing the relations between the concepts of force and velocity. In line with this intention, the study employs phenomenographic study method. This study has found that prospective teachers have three different mental models for relating the concepts of force and velocity. One of them is a scientific model called {\textquotedblleft}Newtonian Model{\textquotedblright}. The other two models were determined to be unscientific models and called {\textquotedblleft}Aristotelian Model{\textquotedblright} and {\textquotedblleft}Impulsive Model{\textquotedblright} respectively. By bringing these models into light, we were informed of the scientific and unscientific arguments the prospective teachers used in interpreting the relationships between force and velocity. In other words, this study exhibited how prospective teachers organized and structured their knowledge about these concepts.},
	keywords = {force and velocity concept, knowledge structure, Mental Models, prospective teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.630},
	url = {http://oaji.net/articles/2016/987-1482502375.pdf},
	author = {{\"O}zg{\"u}r {\"O}zcan and Sevim Bezen}
}
@article {490,
	title = {STUDENT-TEACHERS{\textquoteright} PEDAGOGICAL BELIEFS: LEARNER-CENTRED OR TEACHER-CENTRED WHEN USING ICT IN THE SCIENCE CLASSROOM?},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {140{\textendash}158 },
	abstract = {This exploratory qualitative case study explored the pedagogical beliefs and classroom practice of four Post Graduate Certificate in Education (PGCE) students when they implement Information and Communication Technology (ICT) for teaching and learning, including what influences their beliefs. Data were gathered by means of a teacher belief system (TBS) tool, drawing prompts that led to individual interviews, an open-ended questionnaire, lesson plans and assessment feedback forms, short summaries of how they used the ICT resources and feedback from the method lecturer and an appointed mentor teacher. The findings suggest that there appears to be a mismatch between the participants{\textquoteright} espoused beliefs and enacted beliefs when using ICT at this point in time. The participating student-teachers used ICT tools predominately in teacher-centred ways, yet they indicated that they held learner-centred beliefs. At the same time, this does not imply that there were no learner-centred activities during their lessons. The data seems to suggest that their exposure to teacher-centred pedagogy while being learners at school, as well as their tertiary experience could have played a role in how they taught Science. It is therefore important that lecturers model constructivist learner-centred pedagogy to students and provide opportunities for students to plan and model such practice. },
	keywords = {habitus, ICT beliefs, learner-centred pedagogy, student-teacher beliefs, teacher-centred pedagogy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.140},
	url = {http://oaji.net/articles/2016/987-1481916690.pdf},
	author = {Andr{\'e} Du Plessis}
}
@article {496,
	title = {SUPPORTING INQUIRY BASED LABORATORY PRACTICES WITH MOBILE LEARNING TO ENHANCE STUDENTS{\textquoteright} PROCESS SKILLS IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {216{\textendash}231 },
	abstract = {Supporting the latest technology for inquiry is among one of the topics that is currently being discussed in the context of science education. The aim of this research is to examine the laboratory practices that use mobile learning to enhance the science process skills of the participants. The research is of qualitative design and has been planned as action research. The practices on determining the quality of water are based on an approach of guided inquiry based learning. The research was conducted with eleven (n=11) volunteering pre-service teachers who were third-year students in department of the science teacher education. Group discussions, classroom camera records and spreadsheet responses were used to determine the scope of the research. The data were analyzed with directed content analysis by two separate researchers who used the Nvivo 8 program. At the end of the research, it was concluded that using mobile learning contributed to the laboratory practices in many ways. },
	keywords = {inquiry based laboratory practices, mobile learning, science process skills, water quality},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.216},
	url = {http://oaji.net/articles/2016/987-1481917132.pdf},
	author = {Sertac Arabacioglu and Ayse Oguz Unver}
}
@article {512,
	title = {SYSTEMS THEORY OF SYSTEMS THINKING: GENERAL AND PARTICULAR WITHIN MODERN SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {408-410},
	abstract = {Following the concept of human as spiritual alive body, human thinking is spiritual activity of our brain {\textendash} brainwork. Today we accept that thinking means processing of information what is important for management of human body life. Studying organization of human brainwork, people have discovered that all our thoughts and thinking activities are interconnected and form definite hierarchic structures. Humans reflect world as a set or network of diverse phenomena by building corresponding theories or models of observed phenomena. In other words, all phenomena in human world of thoughts are reflected as SYSTEMS, which are organizational units of Systems Thinking. Every system contains their interconnected parts and as a whole is a part of surrounding medium, made from other systems. Such hierarchic integral understanding and comprehension of human brainwork today has become the basic value of Systems Theory as theory of Systems Thinking. },
	keywords = {practical life, science education, sustainable development, systems approach, systems thinking},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.408},
	url = {http://oaji.net/articles/2016/987-1482423498.pdf},
	author = {Andris Broks}
}
@article {503,
	title = {USE OF FIRST-HAND DATA TO CONSTRUCT KNOWLEDGE ABOUT THE SUN-EARTH-MOON SYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {298-311},
	abstract = {Inquiry-based educational contexts including observation of the Moon have been found to facilitate students{\textasciiacute} understanding of the Sun-Earth-Moon system. However, the role that the collected data play in the knowledge construction process is unclear, as the process that students develop from the collected data has not previously been reported. Use of data is considered one of the three competencies of scientific literacy, and this research focuses on analysing how eighty four pre-service teachers perform it. A five-level scale has been elaborated. Twenty written group reports and 5 oral data discussion have been analysed. Improvement in the students{\textquoteright} knowledge, especially in areas that had been reported to be problematic, is observed. Results show that the designed activities and group discussions help students take their data into consideration, establish comparisons and identify patterns. However, difficulties in identifying patterns and especially in explaining their causes arise and are discussed. The role of the teacher in the process of establishing the causes of the identified patterns stands out when oral discussions are analysed. Several interventions of the teacher are found to be the key for the students to be able to use the collected data to construct appropriate scientific knowledge. },
	keywords = {knowledge construction, phases of the Moon, pre-service teachers, use of data},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.298},
	url = {http://oaji.net/articles/2016/987-1482422315.pdf},
	author = {Araitz Uskola}
}
@article {480,
	title = {THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {18{\textendash}27 },
	abstract = {Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner{\textquoteright}s attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant{\textquoteright}s interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany.},
	keywords = {adaptive memory, biology education, PowerPoint programme, realia},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.18},
	url = {http://oaji.net/articles/2016/987-1481285896.pdf},
	author = {Pavol Prokop and Dominika Majer{\v c}{\'\i}kov{\'a} and Zuzana Vyoralov{\'a}}
}
@article {481,
	title = {USING THE HISTORY OF SCIENCE TO TEACH SCIENTIFIC INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {28{\textendash}47 },
	abstract = {The aim of the research is to detect the views of the science teacher candidates about the nature of scientific inquiry before and after a history of science based teaching process. The research was made with the participation of 18 teacher candidates, who were enrolled in the primary science-teaching department of an Istanbul-based university. The qualitative data collection and analysis methods were used in the research, which was based upon the {\textquotedblleft}case studies{\textquotedblright} to uncover the views in more details. Data of the research were collected by using the document analysis and interview. The data were assessed through the content and descriptive analysis methods. The results of the research represented that the teacher candidates{\textquoteright} views about the guidance of the scientific questions to the scientific investigations, the multiple purposes of the scientific investigations and the justification of the scientific knowledge were {\textquotedblleft}weak{\textquotedblright} in the pre-test, and their views about the remaining aspects were at the level of {\textquotedblleft}informed.{\textquotedblright} The teacher candidates could not express {\textquotedblleft}sophisticated{\textquotedblright} views about any aspect. After the implementation process, it was seen that the teacher candidates{\textquoteright} views about the method diversity and the distinctions between the data and the evidence improved, but there was no difference in their views about other aspects.},
	keywords = {history of science, nature of scientific inquiry, science teacher candidate, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.28},
	url = {http://oaji.net/articles/2016/987-1481285947.pdf},
	author = {Fatma {\"O}nen {\"O}zt{\"u}rk}
}
@article {450,
	title = {ANALYSIS AND INTERVENTION OF STUDENT KNOWLEDGE OF NUTRITION AND SEXUALITY AT A PENAL INSTITUTION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {513{\textendash}523},
	abstract = {Studies related to the habits of students of Nutrition and Sexuality show the existence of inaccurate knowledge that leads them to adopting unhealthy lifestyles. The team of teachers at a Penal Institution in Spain diagnosed this aforementioned lifestyle was becoming a reality in their students aged between 18 and 47. The aim of this research was to analyse and improve the Nutritional and Sexual knowledge of these students. The students{\textquoteright} level of knowledge was detected through a pre-test and post-test that were quantitatively designed and analysed according to four variables (studies, gender, age and body mass index). In order to improve their knowledge, an educational intervention was conducted and was quantitatively and qualitatively analysed according to six categories: change or improvement in sexual knowledge, change or improvement in nutritional knowledge, affective factors, the learning process, evaluation and methodology. The results show conceptual differences according to the four variables and that the intervention contributes to a conceptual change or improvement thanks to the activities and resources used. The implication of this research is to reveal the importance of analysing students{\textquoteright} knowledge so as to improve the quality of the teaching/learning process.},
	keywords = {nutritional education, penal institution, Previous Knowledge, sexual education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.513},
	url = {http://oaji.net/articles/2016/987-1479498372.pdf},
	author = {Agust{\'\i}n Pozo Tamayo and Lina Viviana Melo Ni{\~n}o and Javier Cubero Ju{\'a}nez}
}
@article {455,
	title = {ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {586{\textendash}598 },
	abstract = {Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials and science teachers in their districts, impact on and implications for curriculum reform implementation and professional development. It is argued that effective collaboration between district officials and teachers is a hallmark of curriculum reform success, teacher growth and success in the workplace, which result in student academic achievement. Effective collaborations are built around trust in individual{\textquoteright}s professional integrity and are characterised by professional candour, appreciation of individuals and understanding. In conclusion, it is imperative for district officials and teachers to improve communication and strive for effective collaboration, mutual respect, and power sharing rather than domination of one group by the other.},
	keywords = {district officials, Primary schools, South Africa},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.586},
	url = {http://oaji.net/articles/2016/987-1479542362.pdf},
	author = {Bongani D. Bantwini}
}
@article {439,
	title = {APPLYING ONLINE PEER ASSESSMENT WITH TOTAL QUALITY MANAGEMENT TO ELEVATE PROJECT-BASED LEARNING PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-390},
	abstract = {Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher{\textquoteright}s directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasi-experimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students{\textquoteright} design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.},
	keywords = {collaborative learning, online peer assessment, Project-based learning, STEM course, Total Quality Management},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.379},
	url = {http://oaji.net/articles/2016/987-1479497325.pdf},
	author = {Shu-Hsuan Chang and Li-Chih Yu and Yen-Kuang Kuo and Yi-Ting Mai and Jen-De Chen}
}
@article {423,
	title = {ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {183{\textendash}193},
	abstract = {One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. {\textquoteleft}Teachers Attitude Scale towards Educational Research [TASTER]{\textquoteright} and {\textquoteleft}Science Teaching Efficacy Belief Instrument [STEBI]{\textquoteright} were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief.},
	keywords = {educational research, Pre-Service Science Teacher, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.183},
	url = {http://oaji.net/articles/2016/987-1473430732.pdf},
	author = {Nail Ilhan and Zeynel Abidin Yilmaz and H{\"u}lya Dede}
}
@article {414,
	title = {BITARA-STEMTM TRAINING OF TRAINERS{\textquoteright} PROGRAMME: IMPACT ON TRAINERS{\textquoteright} KNOWLEDGE, BELIEFS, ATTITUDES AND EFFICACY TOWARDS INTEGRATED STEM TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {85-95},
	abstract = {The Bitara-STEMTM Training of Trainer Programme is a short-term professional development programme aimed to increase STEM teachers or facilitators{\textquoteright} abilities to teach integrated STEM education and to increase their efficacy, beliefs and attitudes of integrated STEM teaching. The programme involves 35 facilitators, representing a broad spectrum of STEM fields. Pre- and post-test results of the participants{\textquoteright} beliefs, attitudes, perceived efficacy and content knowledge in the context of integrated STEM teaching revealed significant changes. The findings also revealed (i) knowledge of integrated STEM teaching to be related to facilitators{\textquoteright} efficacy for teaching integrated STEM and (ii) facilitators{\textquoteright} attitudes to be related to beliefs of integrated STEM teaching. The outcomes of this study provide evidence that a relatively short-term professional development can have a significant impact on facilitators{\textquoteright} beliefs, attitudes, efficacy and knowledge of integrated STEM teaching and STEM concepts.},
	keywords = {integrated STEM teaching, STEM education, STEM facilitators, STEM graduates},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.85},
	url = {http://oaji.net/articles/2016/987-1462908253.pdf},
	author = {Edy Hafizan Mohd Shahali and Lilia Halim and Sattar Rasul and Kamisah Osman and Zanaton Ikhsan and Faszly Rahim}
}
@article {445,
	title = {CHANGES IN THE NUMBER OF IDEAS DEPENDING ON TIME WHEN CONDUCTING SCIENTIFIC CREATIVITY ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {448{\textendash}459},
	abstract = {Teaching creativity is one of the major goals of science class. This study examined how much time is necessary to conduct a scientific creativity task requiring fluency in middle schools. To accomplish this, 76 and 45 scientifically gifted and ordinary students respectively generated as many ideas as possible for the creativity task. The results revealed that ordinary students spent, on average, approximately 20 minutes to generate 3.49 ideas per student. However, gifted students concentrated on the task for a longer time (roughly 60 minutes), and consequently generated greater (11.53) and more elaborate ideas. In comparing the ordinary students{\textquoteright} fluency with their school science scores, no relationship was found between them. This indicates that only teaching science cannot guarantee the development of creativity. Therefore, it is concluded that teaching fluency in middle schools is necessary and can possibly encourage creativity, provided that teachers can secure a minimal amount of time required to do so. Finally, the limitations of this study and further studies are discussed.},
	keywords = {gifted education, scientific creativity, teaching creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.448},
	url = {http://oaji.net/articles/2016/987-1479497961.pdf},
	author = {Daehyeok Kang and Jongwon Park and Hanghwa Hong}
}
@article {447,
	title = {COGNITIVE BASIS AND SEMANTIC STRUCTURE OF PHENOMENOLOGICAL REASONING ON SCIENCE AMONG LOWER SECONDARY SCHOOL STUDENTS: A CASE OF INDONESIA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {474{\textendash}486 },
	abstract = {A study had been conducted in qualitative design employing phenomenology approach to examine the cognitive basis and the semantic structure of phenomena based reasoning of lower secondary school students in Ambon. The data of the study were collected by using a test. Phenomena stimulus of science was given to the informants in the form of cognitive basis and semantic structure of phenomena based reasoning. This study concluded that (1) the cognitive basis of phenomena based reasoning were orientation, inferential abstraction, and inferential affirmation; (2) students were able to analyze phenomena by using systematic cognitive framework only if they had complete information of the phenomena; (3) inference validity related to the cognitive basis is heavily determined by the phenomena analysis ability; (4) the general semantic structures in phenomena based reasoning were definitional and assertional; (5) the semantic structure complexity was determined too by the phenomena knowledge availability which was analyzed.},
	keywords = {cognitive basis, cognitive process, knowledge structure},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.474},
	url = {http://oaji.net/articles/2016/987-1479498134.pdf},
	author = {Johanes Pelamonia and Aloysius Duran Corebima}
}
@article {443,
	title = {COGNITIVE INTEREST: PROBLEMS AND SOLUTIONS IN THE ACQUISITION OF SCIENCE AND MATHEMATICS IN SCHOOLS OF LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {424{\textendash}434},
	abstract = {Cognitive interest is a vital learning motive for the successful learning process. Nowadays students{\textquoteright} interest about science and mathematics are decreasing. The aim of the study is to explore the cognitive interest of Grade 9 students in science and mathematics. Students were surveyed and it helped to explore the respondents{\textquoteright} cognitive activity and the cognitive interest regarding the understanding of causal relations, research activity and the solution of practical problems. The level of cognitive interests on the three level scales is average for the whole sample of respondents. The survey shows that students do not possess explicit cognitive activity; learning happens rather passively, without initiative; however, they have rather pronounced interest to explore and solve problems connected with the real life. Some implications for teachers on how to increase learners{\textquoteright} cognitive interest are provided in the conclusion. },
	keywords = {cognitive interest, learning process, science and mathematics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.424},
	url = {http://oaji.net/articles/2016/987-1479497805.pdf},
	author = {Dagnija Cedere and Inese Jurgena and Ineta Helmane and Inta Tiltina-Kapele and Gunita Praulite}
}
@article {431,
	title = {A COMPARISON OF STANDARD AND RETROSPECTIVE PRE-POST TESTING FOR MEASURING THE CHANGES IN SCIENCE TEACHING EFFICACY BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {275{\textendash}283},
	abstract = {Thirty-nine American and 78 Turkish preservice elementary teachers{\textquoteright} personal science teaching efficacy (PSTE) beliefs were investigated during science methods courses with standard and retrospective pre-post testing methods. Significant differences in the PSTE gain scores, which indicate the changes in the mean PSTE scores from standard/retrospective pretests to the posttest, were found between the standard and retrospective measurements in both samples. Significant differences between the standard and retrospectively measured gain scores were detected among all subgroups under study, which were formed by participants{\textquoteright} PSTE levels and gender. It has been concluded that the differences between the standard and retrospectively measured PSTE gain scores are due to the difference in the nature of these measurement methods and can be seen in most research samples in educational studies around the world. The findings of this study suggest that the response-shift bias should be considered as a common threat to validity for research studies measuring self-efficacy beliefs with the standard pre-post testing method.},
	keywords = {personal science teaching efficacy, preservice elementary teacher, response-shift bias, retrospective pretest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.275},
	url = {http://oaji.net/articles/2016/987-1473431360.pdf},
	author = {Murat Bursal}
}
@article {427,
	title = {THE CONCEPT OF HYBRIDIZATION FROM THE PERSPECTIVE OF SCIENCE TEACHING UNDERGRADUATE STUDENTS: A PHENOMENOGRAPHIC STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {227{\textendash}236},
	abstract = {The hybridization of carbon is an important problem of quantum chemistry. It means that atomic orbitals could mix giving hybrid orbitals. Orbitals are not physical objects; they are mathematical solutions of the Schrodinger equation. The aim of this study is to determine through phenomenographic method how Science Teaching undergraduate students comprehend "hybridization". 176 students, 78 of whom are male and 98 of whom are female, participated in the study. A semi-structured questionnaire form was used in the study as data collection tool. As a result of analysis of data, it was determined that students describe hybridization in 5 different categories and 4 different ways. According to these categories: "1) Hybridization is a kind of covalent bond, 2) an electronic transition between bonds, 3) an electronic transition between orbitals, 4) the mixing of atomic orbitals to form new orbitals suitable for bonding 5) a case observed as a result of interaction between particles. Among the categories, the one "a mixing of atomic orbitals to form new orbitals suitable for bonding" category was at the top of the list with 69 metaphors.},
	keywords = {chemistry education, Description Category, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.227},
	url = {http://oaji.net/articles/2016/987-1473430977.pdf},
	author = {Erol {\c C}il and Mustafa U{\u g}ra{\c s}}
}
@article {1059,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {703},
	abstract = {Contents, Vol. 14, No. 6, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631466887.pdf},
	author = {Editorial Board}
}
@article {1068,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {291},
	abstract = {Contents, Vol. 14, No. 3, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631815493.pdf},
	author = {Editorial Board}
}
@article {1074,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 14, No. 1, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631982960.pdf},
	author = {Editorial Board}
}
@article {1071,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {159},
	abstract = {Contents, Vol. 14, No. 2, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631894398.pdf},
	author = {Editorial Board}
}
@article {1062,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {563},
	abstract = {Contents, Vol. 14, No. 5, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631556746.pdf},
	author = {Editorial Board}
}
@article {1065,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {419},
	abstract = {Contents, Vol. 14, No. 4, 2015, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631730356.pdf},
	author = {Editorial Board}
}
@article {444,
	title = {CONTEXT-BASED LESSONS WITH 5E MODEL TO PROMOTE CONCEPTUAL UNDERSTANDING OF CHEMICAL REACTIONS AND ENERGY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {435{\textendash}447},
	abstract = {This study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conceptions, was administered as pre- and post-test. The chemical reactions and energy achievement test, including conceptual and algorithmic problems, was administered as a post-test to the groups. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of the data, and the results revealed that CBA-5E was superior to CI on the students{\textquoteright} conceptual understanding regarding these concepts regardless of gender difference. },
	keywords = {5E Model, chemical reactions and energy, Conceptual Understanding, context-based lessons},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.435},
	url = {http://oaji.net/articles/2016/987-1479497881.pdf},
	author = {Ceyhan Cigdemoglu and Omer Geban}
}
@article {448,
	title = {THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {487{\textendash}500},
	abstract = {The study of the correlation between learning motivation and metacognitive skill on students{\textquoteright} cognitive learning outcome simultaneously in classes taught by different learning strategies is still lacking. A correlational research was conducted to investigate the contribution of learning motivation and metacognitive skill simultaneously on cognitive learning outcome of 142 students studying biology in classes experiencing different learning strategies at Faculty of Mathematics and Natural Science, State University of Makassar, Indonesia. The learning motivation was measured by using motivation questionnaire adapted from Keller (1983), and metacognitive skill was measured integrated with cognitive test. The findings showed that contribution of learning motivation and metacognitive skills simultaneously on cognitive learning outcomes in PBL-RQA, PBL, RQA, and conventional learning strategies was very high. The contribution of metacognitive skills on cognitive learning outcome was much greater than the contribution of learning motivation. This finding research was contrary with the previous studies. Based on the facts related to metacognitive skills, learning should consider seriously the empowerment of metacognitive skills by implementing appropriate learning strategies. Further researches are needed to reveal the correlation between learning motivation on cognitive learning outcomes in different populations and measuring instruments.},
	keywords = {biology cognitive learning outcome, learning motivation, metacognitive skill, problem-based learning-reading},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.487},
	url = {http://oaji.net/articles/2016/987-1479498242.pdf},
	author = {Arsad Bahri and Aloysius Duran Corebima}
}
@article {466,
	title = {THE CORRELATION BETWEEN ATTITUDE TOWARD SCIENCE AND COGNITIVE LEARNING RESULT OF STUDENTS IN DIFFERENT BIOLOGY LEARNINGS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {723{\textendash}732},
	abstract = {This research was conducted during one year in three different classes that were taught biology by using three different learnings, Inquiry-based learning, Thinking Empowerment by Questioning integrated with Inquiry learning (TEQI), and Scientific learning. This study investigated the correlation between attitude toward science and cognitive learning results in the three different learnings, and compared the three regression lines whether or not they are parallel. The results of this study show that the correlations between attitude toward science and cognitive learning results in the three biology learnings are significant, with the value of contribution as much as 0.634, 0.448, and 0.708 respectively. The results of the analysis of variance related to the regression equation in the three different learnings are parallel and do not coincide; the regression line of TEQI strategy is at the highest position. It indicated that TEQI strategy has the advantage of training attitude toward science and simultaneously increases students{\textquoteright} cognitive learning results.},
	keywords = {attitude toward science, cognitive learning result, inquiry based learning, regression line},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.723},
	url = {http://oaji.net/articles/2016/987-1479543832.pdf},
	author = {Ninik Kristiani and Herawati Susilo and Duran Corebima Aloysius}
}
@article {1070,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {157-158},
	abstract = {Cover page, Vol. 14, No. 2, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631894359.pdf},
	author = {Editorial Board}
}
@article {1073,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 14, No. 1, 2015},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631982922.pdf},
	author = {Editorial Board}
}
@article {1058,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {701-702},
	abstract = {Cover page, Vol. 14, No. 6, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631466843.pdf},
	author = {Editorial Board}
}
@article {1067,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {289-290},
	abstract = {Cover page, Vol. 14, No. 3, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631815446.pdf},
	author = {Editorial Board}
}
@article {1064,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {417-418},
	abstract = {Cover page, Vol. 14, No. 4, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631730301.pdf},
	author = {Editorial Board}
}
@article {1061,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {561-562},
	abstract = {Cover page, Vol. 14, No. 5, 2015, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631556697.pdf},
	author = {Editorial Board}
}
@article {438,
	title = {THE DETERMINATION OF OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON THE CURRICULUM OF SCIENCE COURSES ON THE BASIS OF THE 3-IDIOTS MOVIE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-378},
	abstract = {Science teaching emerged due to an attempt to understand the world around us and a sense of wonder at nature and survived until today by means of being supported by new research and findings. The implementation of science in schools is carried out with curriculums. The main purpose of the curriculum of science courses is to train all students in science literacy regardless of their individual differences. According to the educational program of sciences courses, audiovisual aids used in education with a learning objective which is one of these aids is one of the most effective ways to ensure permanent learning. Within this concept the purpose of the study is to determine the opinions of pre-service science teachers about the curriculum of the science lesson based upon the stories in the 3-Idiots movie. In this research, phenomenology research was used. As a data gathering tool, three semi-structured interview questions prepared accordingly to {\textquotedblleft}3- Idiots{\textquotedblright} movie were used. According to the participants, the science curriculum must be lead in investigating, interrogating, criticising, curiosity and reconnoitering in terms of features that must be acquired for being scientifically literate individuals. },
	keywords = {3-idiots movie, phenomenology research, Pre-service science teachers{\textquoteright} perceptions, Science Curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.366},
	url = {http://oaji.net/articles/2016/987-1479497224.pdf},
	author = {Ay{\c s}e Nesibe K{\"o}kl{\"u}kaya}
}
@article {470,
	title = {DEVELOPING A SCALE FOR PERCEPTIONS OF COMPETENCY IN BIOLOGY TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {764{\textendash}778  },
	abstract = {The purpose of this study was to develop a measurement instrument to determine pre-service teachers{\textquoteright} perceptions of competency in biology teaching. A total of 835 pre-service teachers participated in this study. The data set obtained at the first stage was analyzed using exploratory factor analysis and the data set obtained at the second stage was analyzed using first-order confirmatory factor analysis and then second-order confirmatory factor analysis. After those analyses, the convergent and discriminant validities of the scale with the determined factorial structures [χ2 (29, N=608) = 101 p<.000, χ2/df = 3.48, RMSEA=0.062, GFI=0.97, CFI=0.99, NNFI=0.98, NFI=0.98] were evaluated and Cronbach{\textquoteright}s alpha, stratified alpha, and McDonald{\textquoteright}s omega coefficients were estimated for internal consistency. Thus, a scale consisting of four sub-scales with 67 items in total was developed. The total score for the scale can be calculated by adding the scores of the sub-scales.},
	keywords = {biology teachers{\textquoteright} competency, biology teaching, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.764},
	url = {http://oaji.net/articles/2016/987-1479544138.pdf},
	author = {Guntay Tasci}
}
@article {412,
	title = {DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {45-63},
	abstract = {This study aimed to improve science teaching in a practical way by activating teachers{\textquoteright} potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the {\textquotedblleft}bottom-up{\textquotedblright} approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) {\textquotedblleft}cooperation{\textquotedblright} between researchers and teachers to improve teaching; (3) {\textquotedblleft}naturalistic settings{\textquotedblright} where various real problems occur in actual teaching and learning situations; and (4) {\textquotedblleft}gradual improvement{\textquotedblright} rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65\%{\textendash}96\% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. },
	keywords = {cooperative model, in-service teacher, observational protocol, professional development, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.45},
	url = {http://oaji.net/articles/2016/987-1462908155.pdf},
	author = {Jongwon Park and Youngmin Kim and Young-Shin Park and Jongseok Park and Jin-Su Jeong}
}
@article {440,
	title = {DEVELOPMENT OF A SCALE TO MEASURE ORGANIC CHEMISTRY ANXIETY LEVEL OF UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {391-400},
	abstract = {University students{\textquoteright} achievements in organic chemistry depend on cognitive variables. In addition, non-cognitive variables such as anxiety levels also have an impact on students{\textquoteright} organic chemistry achievements. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in organic chemistry lessons. In this study, the Organic Chemistry Anxiety Scale (O-CAS) consisting of 24 items was developed, its validity and reliability was analysed. All the items are positively worded to indicate increased anxiety. Factor analytic evidence from a sample (n=340) of university organic chemistry students indicated that the O-CAS measured three constructs. Additional analysis with a second sample (n=297) showed that scores on these anxiety constructs were internally consistent, with Cronbach{\textquoteright}s alphas ranging from 0.87 to 0.92 and were 0.95 for the overall scale. Further, the result of analysis of the third sample (n=195) indicated that there was a statistically significant relationship between organic chemistry anxiety and organic chemistry achievement of students. According to these results, the O-CAS can be used as a valid and reliable instrument in chemistry education.},
	keywords = {Anxiety, chemistry education, organic chemistry, secondary education curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.391},
	url = {http://oaji.net/articles/2016/987-1479497436.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Ak{\i}n}
}
@article {437,
	title = {DYNAMIC VISUALIZATION IN THE VIRTUAL LABORATORY ENHANCES THE FUNDAMENTAL UNDERSTANDING OF CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {351-365},
	abstract = {In natural science education it is important that the macroscopic, submicroscopic and symbolic levels are interconnected in a student{\textquoteright}s mind. Primary school children have the greatest difficulty in understanding the sub-microscopic, which is outside their experiential framework. This research examines the classroom application of the virtual laboratory in integrating macroscopic, submicroscopic and symbolic aspects of chemistry. Pupils of the seventh grade, aged between 12 and 13 years (N = 225), participated in the didactic experiment that was conducted in ten primary schools in Slovenia. The fundamental research question was whether pupils studying the same natural science content using the virtual laboratory performed better than those who did not. The results of the experiment revealed that in terms of knowledge acquisition the use of a virtual laboratory improved pupil performance in relation to those who did not use elements of dynamic visualisation in the classroom. In accordance with Bloom{\textquoteright}s cognitive scale, it was demonstrated that in relation to basic, higher and advanced levels of knowledge and comprehension, the use of the virtual laboratory positively influences pupils{\textquoteright} understanding of selected concepts in chemistry. },
	keywords = {chemical concepts, dynamic visualization, submicroscopic level, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.351},
	url = {http://oaji.net/articles/2016/987-1479497157.pdf},
	author = {Nata{\v s}a Rizman Herga and Sa{\v s}a A. Gla{\v z}ar and Dejan Dinevski}
}
@article {415,
	title = {THE EFFECT OF CONCEPT CARTOONS EMBEDDED WITHIN CONTEXT-BASED CHEMISTRY: CHEMICAL BONDING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {96-108},
	abstract = {The aim of this study was to investigate the effect of concept cartoons embedded within context-based learning approach on 8th grade students{\textquoteright} alternative conceptions of {\textquotedblleft}chemical bonding{\textquotedblright}. Within a nonequivalent pretest-posttest control group design, the study was conducted with 45 8th grade students. To gather data, Chemical Bonding Concept Test (CBCT) with 16 multiple choice questions and clinical interviews with 5 open-ended questions was used to probe their conceptions. Clinical interview questions were prepared in parallel with the same alternative conceptions asked in the CBCT. At the end of the study, context-based approach was found effective at remedying alternative conceptions about chemical bonding. On the other hand, although concept cartoons are found powerful tools to remedy alternative conceptions about chemical bonding, they did not show an extraordinary effect. This suggests that we may need to use more than one intervention method to effectively remedy the alternative conceptions in chemical bonding.},
	keywords = {Alternative Conception, Chemical bonding, concept cartoons, context-based approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.96},
	url = {http://oaji.net/articles/2016/987-1462908297.pdf},
	author = {Neslihan {\"U}ltay}
}
@article {426,
	title = {EFFECT OF CONTEXT-BASED QUESTIONS ON SECONDARY SCHOOL STUDENTS{\textquoteright} TEST ANXIETY AND SCIENCE ATTITUDE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {216{\textendash}226},
	abstract = {The context-based questions have promise and potential to reduce the test anxiety of students and improve their attitudes towards science. The purpose of this research was to investigate the effect of context-based questions on test anxiety and science attitude of students. The research design employed was a quasi-experimental equivalent control group with a pre-test and post-test design. Samples were 70 secondary school students, selected from the 185 seventh grade students at a public school in Turkey. Test Anxiety and Science Attitude Scales were used to measure their test anxiety and attitude towards science, respectively. The results of the data analysis indicated that the context-based questions significantly reduced the test anxiety of the students in the experimental group and improved their attitudes towards science. In contrast, the conventional questions increased the test anxiety of the control group students, but no significant effect in science attitude was found among them. Further, the results showed that there was a relationship between the pre- and post-test scores of the test anxiety and science attitude of both the experimental and control groups. },
	keywords = {context-based questions, conventional questions, secondary school students, Test Anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.216},
	url = {http://oaji.net/articles/2016/987-1473430915.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Fatma Ko{\c c} Nefes}
}
@article {469,
	title = {THE EFFECTIVENESS OF CONCEPTUAL CHANGE TEXTS AND CONTEXT-BASED LEARNING ON STUDENTS{\textquoteright} CONCEPTUAL ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {753{\textendash}763},
	abstract = {The topic of pressure and buoyancy is one that encompasses both invisible and abstract conceptions and about which students have misconceptions. The purpose of this research was to research the effectiveness of three different methods of teaching physics (conceptual change-based, real life context-based and traditional learning on upper-secondary physics students in the 11th grade in terms of conceptual achievement about the pressure and buoyancy topics. In this research, pre-test/post-test quasi-experimental design with non-equivalent control group, involving a 3 (group) {\texttimes} 2 (time) factorial design was used. Experimental 1 Group was given the conceptual change texts on the mentioned subjects, the Experimental 2 Group was offered a learning approach based on real life context-based learning, whereas the control group was given the traditional learning. Data for the research were collected with the "Pressure Conceptual Test". When the results of the research were examined, it was found that the conceptual change text group{\textquoteright}s conceptual understanding scores were significantly higher than those of the context-based learning group and the traditional learning group. The context-based learning group{\textquoteright}s conceptual understanding scores were significantly higher than those of the traditional learning group. },
	keywords = {conceptual achievement, conceptual change texts, real life context-based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.753},
	url = {http://oaji.net/articles/2016/987-1479544081.pdf},
	author = {Gulbin Ozkan and Gamze Sezgin Selcuk}
}
@article {472,
	title = {THE EFFECTIVENESS OF INQUIRY BASED SCIENCE EDUCATION IN RELATION TO THE LEARNERS{\textasciiacute} MOTIVATION TYPES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {791{\textendash}803},
	abstract = {The study presents the results of the quantitative research focusing on the effectiveness of the inquiry based science education (IBSE) in correlation to motivation types of learners. Reflecting the fact that the learning results are impacted by the inner motivation, the main aim of the research was to find out whether there are differences in IBSE effectiveness in four motivation types - explorers, directors, coordinators, and accurators. 
The IBSE approach was applied for the period of five months to 395 fifteen-year-old learners of Czech lower secondary schools. The IBSE effectiveness was tested before the instruction (pre-test), immediately after it (post-test1) and four months later (post-test2). The results of four motivation types were compared. Directors reached the best results in post-test1; explorers in post-test2; accurators{\textasciiacute} results were the worst of all. These findings show that the IBSE cannot be applied as a universal method; teachers should adjust its exploitation to learners{\textquoteright} individual particularities.},
	keywords = {educational practice, inquiry-based science education, learners{\textquoteright} motivation types, quantitative research, testing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.791},
	url = {http://oaji.net/articles/2016/987-1479544335.pdf},
	author = {Ji{\v r}{\'\i} {\v S}koda and Pavel Doul{\'\i}k and Martin B{\'\i}lek and Ivana {\v S}imonov{\'a}}
}
@article {459,
	title = {THE EFFECTS OF A WEB-BASED COMPUTER SIMULATION ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF RATE OF REACTION AND ATTITUDE TOWARDS CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {627{\textendash}640},
	abstract = {This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The {\textquoteleft}Rate of Reaction Knowledge Test{\textquoteright} (RRKT) and the {\textquoteleft}Chemistry Attitude Scale{\textquoteright} (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students{\textquoteright} development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools.},
	keywords = {attitude to chemistry, Conceptual Understanding, rate of reaction, web-based computer simulation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.627},
	url = {http://oaji.net/articles/2016/987-1479542701.pdf},
	author = {Eunice Eyitayo Olakanmi}
}
@article {409,
	title = {THE EFFECTS OF WEB-BASED EDUCATIONAL SOFTWARE ENRICHED BY CONCEPT MAPS ON LEARNING OF STRUCTURE AND PROPERTIES OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-19},
	abstract = {Current study aimed to examine the effects of web-based instructional material enriched by concept maps, the academic achievement of 7th graders in {\textquotedblleft}Structure and Properties of Matter" unit. The study utilized a quasi-experimental model with pretest-posttest control group design. A sample of the study was composed of 58 students. {\textquotedblleft}Structure and Properties of Matter" unit was taught to the experimental group with computer assisted teaching method, while the same unit was taught to control group by using traditional teaching methods. {\textquotedblleft}Structure of Matter Achievement Test{\textquotedblright}, {\textquotedblleft}Science and Technology Attitude Scale{\textquotedblright} and {\textquotedblleft}Computer Attitude Scale{\textquotedblright} were used as data collection tools. The results showed that web-based teaching method was more effective compared to traditional teaching methods in increasing academic achievement in science and technology classes and there is no statistically significant difference in both group attitudes towards Science and Technology Class or computers. },
	keywords = {academic achievement, computer attitude, concept maps, structure of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.07},
	url = {http://oaji.net/articles/2016/987-1462907888.pdf},
	author = {Evrim Ural and Orhan Ercan}
}
@article {442,
	title = {ELEGANCE IN SCIENCE AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {420{\textendash}423 },
	abstract = {Science is often thought of as a methodical but dull activity. However, the finest science, the breakthroughs most admired and respected by scientists themselves, are characterized by elegance. Thinking of elegance as grace, taste or refined luxury would be useless here. So what does elegance mean in the context of science? Economy is a considerable part of it, as is creativity. An elegant mathematical proof, an elegant theory, or an elegant experiment are all, that is, economical and imaginative, and sometimes breathtakingly simple, once explained. When it comes to elegance, however, what do we mean? What does the word elegance truly designate? It comes from the Latin elegantia, "taste, propriety, or refinement." Elegance is usually a synonym for beauty and has acquired the additional connotations of unusual effectiveness and simplicity. The word is frequently used as a standard of tastefulness, particularly in the areas of visual design, decoration, the sciences and the aesthetics of mathematics. },
	keywords = {elegance in science, quality of knowledge, science education, trends in education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.420},
	url = {http://oaji.net/articles/2016/987-1479497727.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {417,
	title = {ELEMENTARY AND NATURAL SCIENCE TEACHERS{\textquoteright} ONLINE READING METACOGNITION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers{\textquoteright} metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers{\textquoteright} online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics.},
	keywords = {linear text reading metacognition, online metacognition, reading metacognition, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.121},
	url = {http://oaji.net/articles/2016/987-1462908392.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Domen Kova{\v c}i{\v c}}
}
@article {1063,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {697-700},
	abstract = {End page, Vol. 14, No. 5, 2015, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631556794.pdf},
	author = {Editorial Board}
}
@article {1066,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {556-560},
	abstract = {End page, Vol. 14, No. 4, 2015, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631730415.pdf},
	author = {Editorial Board}
}
@article {1075,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {155-156},
	abstract = {End page, Vol. 14, No. 1, 2015, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631983010.pdf},
	author = {Editorial Board}
}
@article {1060,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {821-824},
	abstract = {End page, Vol. 14, No. 6, 2015, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631466940.pdf},
	author = {Editorial Board}
}
@article {1072,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {284-288},
	abstract = {End page, Vol. 14, No. 2, 2015, JBSE},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631894444.pdf},
	author = {Editorial Board}
}
@article {1069,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Other},
	chapter = {411-416},
	abstract = {End page, Vol. 14, No. 3, 2015, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1631815563.pdf},
	author = {Editorial Board}
}
@article {434,
	title = {ENGINEERING STUDENTS{\textquoteright} SELF-EFFICACY RELATED TO PHYSICS LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {311-326},
	abstract = {Various studies have demonstrated that students who have high levels of academic high levels of academic self-efficacy are better at overcoming obstacles, have higher targets and are more confident. So, the aim of this research was to determine the self-efficacy levels of engineering students regarding physics, and to analyse the effect of their alma mater, class levels, the type of engineering programme in which they are being educated and academic success variables on their self-efficacy regarding physics. In the present research {\textquotedblleft}Physics self-efficacy scale{\textquotedblright} including two factors which were developed by the authors was used to collect the data. Considering one of the independent variables, such as their alma mater, it can be seen that students who graduated from private high schools had a higher level of self-efficacy. In addition, compared to other students, those in their first year had a higher level of self-efficacy, which led to greater academic success.  },
	keywords = {Engineering Students, physics education, physics learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.311},
	url = {http://oaji.net/articles/2016/987-1479496891.pdf},
	author = {Murat Tezer and Gulsum Yildiz A{\c s}{\i}ksoy}
}
@article {429,
	title = {ENHANCING SCIENCE TEACHERS{\textquoteright} CONTINUOUS PROFESSIONAL DEVELOPMENT IN THE FIELD OF INQUIRY BASED SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {254{\textendash}266},
	abstract = {Decreasing motivation in science classes is often reported in many countries. Georgia, one of the post Soviet countries, has overcome the highly centralised educational system and nowadays implements a new national educational reform. National reforms demand more student-active and inquiry-based learning. Many Georgian teachers aren{\textquoteright}t ready for these changes and need professional development training to enhance their professional skills in Inquiry-Based Science Education (IBSE). Therefore Ilia State University offers special continuous professional development (CPD) programs for science teachers in the frame of PROFILES project. The aim of the research was to determine what profession oriented attitudes and concerns Georgian in-service science teachers have regarding IBSE and what changes are visible after the implementation of PROFILES-based CPD programme. In order to conduct the research, the Stages of Concern model was used. 40 teachers took part in the two terms of the CPD programme. Research shows that the implemented CPD programme fosters the professional attitudes and concerns of Georgian science teachers in a positive manner. Therefore, it can be highly recommended to use the framework of the PROFILES-based CPD programme(s).},
	keywords = {IBSE, in-service teachers in Georgia, professional development, stages of concern},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.254},
	url = {http://oaji.net/articles/2016/987-1473431219.pdf},
	author = {Marika Kapanadze and Claus Bolte and Vincent Schneider and Ekaterine Slovinsky}
}
@article {425,
	title = {EVALUATING THREE GRADING METHODS IN MIDDLE SCHOOL SCIENCE CLASSROOMS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {207{\textendash}215},
	abstract = {This study aims to fill a gap in middle school science education that no direct comparison has been conducted on three popular grading methods - point based, rubric based, and rubric plus written feedback based - on science achievement and motivation. Participants in this quasi-experimental study are 136 7th and 8th grade students from Midwest USA. Results indicate that for both grades, the written feedback group performs significantly better than the point-based and the rubric-only groups on both achievement and motivation measures. However, science achievement under rubric-based grading but without written feedback is not different from that under the traditional points-based grading, underscoring the important extra power that written feedback delivers. This study recommends that written feedback be highly relevant (to the academic standard being assessed), limited in number (to the major misconceptions students have), and giving a second chance (for students to act on to improve learning). },
	keywords = {formative assessment, rubric-based grading, Science Achievement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.207},
	url = {http://oaji.net/articles/2016/987-1473430856.pdf},
	author = {Bo Zhang and Jacob Misiak}
}
@article {422,
	title = {EXPLANATION OF HIGH SCHOOL STUDENTS{\textquoteright} SMOKING BEHAVIOR: A STRUCTURAL EQUATION MODEL APPROACH WITH THE THEORY OF PLANNED BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {172-182},
	abstract = {Smoking is a worldwide problem that threatens people{\textquoteright}s health. The average age of smokers has decreased with each passing day. Thus, studies focusing on preventing children or teenagers from starting smoking or studies aiming to help people quit smoking are one of the most effective ways of the fight against smoking. In order to prevent smoking behavior of young people it is necessary to thoroughly examine the reasons of such behavior. In this study, smoking behavior of high school students was examined in the framework of Planned Behavior Theory, which is a socio-psychological theory (TPB, Ajzen, 1985). With the structural equation model, which was constructed by taking TPB components into account, factors affecting students{\textquoteright} smoking behavior were determined. Theory of Planned Behavior has explained the smoking behaviors of the participants in 72\%. It was seen that the most important TPB component that affects students{\textquoteright} behavior is attitude, which is followed by subjective norm and perceived behavior control, respectively. The results indicate that one should work on attitude first and foremost, and thus on behavioral beliefs in order to make changes in the students{\textquoteright} tendency to smoke, in other words, in their behavior. },
	keywords = {Health Education, structural equation model, Theory of Planned Behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.173},
	url = {http://oaji.net/articles/2016/987-1473430674.pdf},
	author = {Dilek Sultan Acarli and Melek Yaman Kasap}
}
@article {451,
	title = {EXPLORING THE RELATIONSHIP BETWEEN COGNITIVE STRUCTURE OUTCOMES AND TEST ACHIEVEMENTS OF PRE-SERVICE SCIENCE TEACHERS ON CHEMICAL BONDING VIA FLOW MAPPING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {524{\textendash}534 },
	abstract = {The relationship between cognitive structure outcomes of students and their test achievement was examined in this study. A question form and two types of tests (a multiple-choice test (MCT) and a true-false test (TFT)) were used to gather the research data. According to the results of this study, extend, richness and integratedness of students{\textquoteright} statements significantly correlated to their scores in TFT. Also, richness of students{\textquoteright} statements was significantly correlated to their MCT scores. Describing and comparing were significantly correlated with MCT scores, while describing, comparing and inferring were significantly correlated with the students{\textquoteright} TFT scores. Therefore, it can be said that tests reflect students{\textquoteright} cognitive structures. Furthermore, students with higher order thinking skills can be identified by TFT rather than with MCT. Students{\textquoteright} misconceptions about the research topic were also examined, and they were generally on the classification and types of chemical bonds.},
	keywords = {Chemical bonding, cognitive structure, flow map, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.524},
	url = {http://oaji.net/articles/2016/987-1479498430.pdf},
	author = {Elif Atabek-Yigit}
}
@article {410,
	title = {FACEBOOK AS A NEW COMMUNITY OF INQUIRY ENVIRONMENT: AN INVESTIGATION IN TERMS OF ACADEMIC ACHIEVEMENT AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-33},
	abstract = {The study attempts to determine whether or not Facebook is an environment suiting the Community of Inquiry Framework by investigating the cognitive, social, and teaching presence perceptions of students in Facebook groups and to examine the impact of group size on the CoI model. Additionally, whether or not these three types of presences predicted academic success and motivation were investigated. The data were analyzed through logistic regression analysis, independent samples t-test and the Pearson correlation coefficient. The study was conducted in a blended course, where Facebook was utilized for online discussions. The study revealed that the relation between cognitive, social, and teaching presences was significant and at a high-level. The high correlation determined among the social, cognitive, and teaching presence perceptions of students in learning communities created on Facebook leads to the consideration that Facebook is a suitable online environment for the COI framework. It is understandable, that all presence perceptions are higher in smaller groups when group impacts are investigated. Other conclusions derived from the study are that academic success was only predicted by cognitive presence and motivation was predicted by both cognitive and teaching presences.},
	keywords = {Academic Success, cognitive presence, social presence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.20},
	url = {http://oaji.net/articles/2016/987-1462907938.pdf},
	author = {Ebru {\"O}zt{\"u}rk}
}
@article {458,
	title = {FACTORS AFFECTING YOUNG PEOPLE{\textquoteright}S BEHAVIORAL COMMITMENT TO THE PROTECTION OF LOCAL GAZELLE SPECIES: THE CASE OF {\c S}ANLIURFA IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {616{\textendash}626 },
	abstract = {The protection of wildlife is an important issue for Turkey. This research examines factors affecting the behavioral commitment of young people, living in the {\c S}anl{\i}urfa province of Turkey, to the protection of the local gazelle species, within the framework of the Value-Belief-Norm Theory. The research was conducted with the participation of high school students (N=472), and it was found that personal norms and the ascription of responsibility are the strongest predictors of behavioral commitment to the protection of the gazelle species. Self-transcendence and conservation value clusters also had a positive impact on behavioral commitment to the protection of the gazelles. The research concludes by making recommendations concerning education programs on the protection of the gazelle species. },
	keywords = {environmental education, Value-Belief-Norm theory, Wildlife Protection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.616},
	url = {http://oaji.net/articles/2016/987-1479542637.pdf},
	author = {Sevilay Dervi{\c s}o{\u g}lu and Muhterem Tanku{\c s}}
}
@article {465,
	title = {FACTORS EXPLAINING GYMNASIUM STUDENTS{\textquoteright} TECHNOLOGY RELATED CAREER ORIENTATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}722},
	abstract = {In the current study, gymnasium students{\textquoteright} technology-related career orientations were studied from a Social Cognitive Career Theory perspective. In order to address students{\textquoteright} lack of interest in technology related careers as recognised worldwide, the design-based science learning (DBSL) approach was used. For the purposes of the current study, five learning modules were adapted by the research team from those developed within a European project and taught by science teachers (N=18).  At the beginning of the study, 10th-11th grade students (N=314) completed a questionnaire consisting of measures of career goals, interests, self-efficacy, outcome expectations and contextual supports in relation to technology. After teaching 2-3 modules, students{\textquoteright} technology-related career goals were again determined using a reduced version of the same questionnaire. Based on the outcomes, it was found that at the beginning of the study, boys{\textquoteright} future career goals were significantly more connected with technology than those for girls. In addition, boys had a stronger background related to technology. As a result of the intervention, students{\textquoteright} technology-related career goals became significantly stronger for both boys, as well as for girls, but the change was more pronounced for girls.},
	keywords = {design-based science learning, gymnasium students, Social Cognitive Career Theory, technology-related career interests},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.706},
	url = {http://oaji.net/articles/2016/987-1479543769.pdf},
	author = {Toomas Vaino and Katrin Vaino and Miia Rannikm{\"a}e and Jack Holbrook}
}
@article {461,
	title = {FOSTERING FIFTH GRADERS{\textquoteright} SCIENTIFIC CREATIVITY THROUGH PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {655{\textendash}669},
	abstract = {This research aims to determine whether Problem-Based Learning (PBL) helps in fostering scientific creativity among fifth graders. Students{\textquoteright} scientific creativity (SC) was investigated in the product dimensions of (a) solving scientific problems, (b) understanding scientific phenomena, (c) advancement in scientific knowledge, and (d) improvisation skills with a technical product. A pre-test and post-test single group experimental design was employed. Pre-test measures on SC were administered to 232 fifth graders. Students participated in PBL hands-on activities that required solving open-ended problems. After these were completed, post-test measures on SC were assessed. Students{\textquoteright} reactions to the PBL experience were also recorded. The results of paired sample t-tests showed significant differences in all product dimensions of SC, except in the understanding of scientific phenomena. Further analysis found significant differences among the creativity traits of fluency, flexibility and originality in each product dimension of SC, except in the originality in the advances of scientific knowledge. Students felt that the PBL activities were easy, fun, and interesting as well as a practical way of gaining and advancing science knowledge. Students also found their participation in sharing ideas in cooperative learning groups inspired them to be more creative. This research suggests that the PBL activities have a positive impact in fostering student{\textquoteright}s SC in science lessons.},
	keywords = {creative traits, fifth graders, Problem-Based Learning, Product Dimension, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.655},
	url = {http://oaji.net/articles/2016/987-1479543100.pdf},
	author = {Siew, N. M. and Chin Lu Chong and Bih Ni Lee}
}
@article {467,
	title = {FRAMEWORK AND VERIFICATION OF A BLENDED E-LEARNING SYSTEM BEHAVIORAL INTENTION MODEL AMONG CLINICAL NURSES},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {733{\textendash}743},
	abstract = {As the various applications of Internet and information communication technology (ICT) grow rapidly, the education and hospital institutions provide more distance learning programs, which also makes the research on e-learning more important. However, disadvantages in e-learning have been identified. Blended e-learning systems (BELSs) are considered effective alternative learning approaches. This research proposes a conceptual model to explain the factors affecting nurses{\textquoteright} behavioral intention to use a blended e-learning system (BELS). This research integrated perceived risk and the technology acceptance model to hypothesize a theoretical model for explaining and predicting learners{\textquoteright} behavioral intention to use a BELS. Self-report questionnaires were distributed to local community hospitals, regional hospitals, and medical centers in Central Taiwan. To confirm this research hypothesis, data were collected 682 nurses, with a response rate of 97.4\%. Using structural equation modeling (SEM), the results show that perceived risk, perceived ease of use, and attitude influenced BELS behavioral intention. Perceived ease of use, and perceived usefulness substantially influenced use attitude. In addition, the path coefficient of perceived risk on attitude was non-significant. On the basis of the results, hospital institutions can devise better strategies for developing their blended e-learning system. },
	keywords = {blended learning, nurse perceptions, nurses education, structural equation model, Technology acceptance model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.733},
	url = {http://oaji.net/articles/2016/987-1479543930.pdf},
	author = {Tsui-Fen Chang and Cheng-Min Chao and Bor-Wen Cheng}
}
@article {424,
	title = {GRAMMAR SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS CONCERNING THERMAL PHENOMENA},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {194{\textendash}206},
	abstract = {This study describes a research focused on grammar school students{\textquoteright} misconceptions in the context of common, everyday thermal phenomena. Almost 500 Czech grammar school students from 24 classes were asked to fill in the reduced version of the Thermal Concept Evaluation in order to measure the asset of traditional instruction in eliminating scientifically incorrect ideas; the reached normalized gain of 0.23 signalizes poor effectiveness of instruction as a whole. In some areas, Czech students{\textquoteright} results were quite poor (questions dealing with phase transitions), while other ones turned out to be surprisingly good in comparison with foreign studies (e.g. perception of {\textquotedblleft}cold{\textquotedblright} as a scientifically disproved concept). Besides questions regarding thermal phenomena, the test included four statements designed for studying possible relationships between students{\textquoteright} scores and their attitudes. Those who declared {\textquotedblleft}fondness for physics{\textquotedblright} showed better results both in the pre-test and the post-test; however, the normalized gain turned out to be independent of the attitudes established. },
	keywords = {grammar school students, heat and temperature, Thermal Concept Evaluation, thermal phenomena},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.194},
	url = {http://oaji.net/articles/2016/987-1473430786.pdf},
	author = {Petr Kacovsky}
}
@article {413,
	title = {HELPING PRE-SERVICE SCIENCE TEACHERS TO UNDERSTAND ATOMISM THROUGH OBSERVATIONS AND EXPERIMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-84},
	abstract = {Current atom concept teachings haven{\textquoteright}t reached required levels from the points of both teaching methods and learning attainments. With this purpose in this research atom concept is conveyed to the classroom milieu through observations and experiments related to the atom concept during historical development process starting with the masterpiece of, the carrier of the atom thoughts of Antiquity to our age, Roman philosopher Lucretius, namely De Rerum Natura. The study has conducted thoughts regarding the atom in ancient and subsequent history under six headings teaching modules that would span over 11 weeks. The participants in the study were 73 pre-service science teachers. The two-tier multiple-choice diagnostic test was developed. In the analysis of the results of the test, after test hypotheses were proved, the single-factor ANOVA was employed for related samples, while frequency analysis was used for the content of the views of the participants and percentages were calculated to observe the change in alternative conceptions. },
	keywords = {atom concept, concept of the atom in antiquity, experiments and observations, Titus Lucretius Carus},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.64},
	url = {http://oaji.net/articles/2016/987-1462908203.pdf},
	author = {Ayse Oguz Unver and Sertac Arabacioglu}
}
@article {462,
	title = {LEARNING CYCLE MODEL TO FOSTER CONCEPTUAL UNDERSTANDING IN CELL DIVISION AND REPRODUCTION CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {670{\textendash}684 },
	abstract = {What should teachers do to ensure a student construct meaningful understanding in cell division and reproduction concepts? This research examined the effect of 5E learning cycle on 10th grade students{\textquoteright} understanding of cell division and reproduction concepts and their alternative conceptions on these concepts. Mixed methods research design was utilized for this aim. Eight classes with 228 students from two public high schools were selected conventionally. Experimental groups received learning cycle (LC) and control groups received conventional teaching (CT) throughout the 10 weeks. A three-tier diagnostic test was administered to both groups as pre and post-tests. After the treatment, 12 students were interviewed semi-structurally. The results revealed that learning cycle is superior to conventional teaching on promoting conceptual change along with increasing understanding. The present research recommends teachers utilize learning cycle to improve students{\textquoteright} understanding and remediate their alternative conceptions. },
	keywords = {alternative conceptions, biology education, cell division, learning cycle},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.670},
	url = {http://oaji.net/articles/2016/987-1479543262.pdf},
	author = {Harika {\"O}zge Arslan and {\"O}mer Geban and Necdet Sa{\u g}lam}
}
@article {457,
	title = {LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE OF AND MISCONCEPTIONS ABOUT ANIMAL MIGRATION: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {607{\textendash}615 },
	abstract = {The animal migration is one of the natural processes and is important not only for animals but also for people. Although this process is inseparable part of the nature, its incorporation into curriculum is on low level, not only in Czech Republic, but also in many other countries. The aim of the research was to identify lower secondary school students{\textquoteright} knowledge of and misconceptions about animal migration and to identify if gender, grade and residence of respondents have an influence on it. The sample size was created by 184 Czech lower secondary school students. The researcher himself created the research tool. It was a test and consisted of 18 questions. The test questions were also analyzed by the proportional determination and also by the methods of descriptive and inferential statistics. The knowledge of migration was very low among lower secondary school students. The grade level had the strongest influence on the knowledge from the examined variables. In the conclusion part implications for pedagogical practice are suggested and also suggestions for the further research in this field of study. 
  
},
	keywords = {Animal Migration, knowledge of migration, lower secondary school students, misconceptions about migration},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.607},
	url = {http://oaji.net/articles/2016/987-1479542570.pdf},
	author = {Milan Kubiatko}
}
@article {464,
	title = {NATURAL SCIENCE AND TECHNOLOGY EDUCATION: VALUES COMPONENT},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {704{\textendash}705},
	abstract = {One cannot doubt in the importance of Natural science and Technology education. Over the last two or three decades, attention to Natural science and Technology education has been significantly growing. On the one hand, science and technology development was encouraging this, on the other hand, one can observe a decreasing young generation interest in natural sciences and technologies. Paradoxical contrast {\textendash} in technologically developed countries youth interest in natural sciences is significantly decreased. Completely different situation is in so-called developing countries. About such a situation a lot has been written, discussed, plenty of scientific research have been carried out and so on. It is obvious, that such a situation is determined by a great number of factors. However, in spite of this, education system has to change, to search for effective natural science and technology education forms and methods. The most important goal is suitable and adequate natural science and technology education of the young generation. However, what does suitable and adequate mean? What is suitability and adequacy content? Is it only quantitatively and qualitatively new knowledge and abilities? },
	keywords = {education system, science and technology development, science education values, value component},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.704},
	url = {http://oaji.net/articles/2016/987-1479543688.pdf},
	author = {Vincentas Lamanauskas}
}
@article {432,
	title = {A NEW CHALLENGE BY THE EUROPEAN UNION HAS ALREADY STARTED: RESPONSIBLE RESEARCH AND INNOVATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {289-290},
	abstract = {It has been revealed by The Directorate-General for Research and Innovation of the European Union that scientific studies and their outcomes, carried out within the last 15 years, haven{\textquoteright}t been adequately shared within the society. In this context, the search for project applications, reviewing efficient communication strategies between European citizens and science was initiated by the European Union{\textquoteright}s Science and Society action plan in 2001. The European Union further developed action plans, under its FP7 program which began in 2007, with a view to increasing participation within society and to enhance two-way dialogues and larger interactions through actualizing Science in Society{\textquoteright}s action. Since 2010, a new concept has been developed, addressing factors playing an actual role in social changes and contributing to the scientific improvement process. This has been called: Responsible Research and Innovation. },
	keywords = {Horizon 2020, responsible research, science education, scientific improvement process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.292},
	url = {http://oaji.net/articles/2016/987-1479496676.pdf},
	author = {Bulent Cavas}
}
@article {446,
	title = {NEW NATURAL SCIENCE LITERACIES OF ONLINE RESEARCH AND COMPREHENSION: TO TEACH OR NOT TO TEACH},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {460{\textendash}473},
	abstract = {This study describes a research focused on science teachers{\textquoteright} evaluation of natural science literacy of research and comprehension competence in their students. Natural science literacy of research and comprehension competence is defined as an essential part of science literacy {\textendash} as a competence to find, evaluate and use science knowledge stored on the Internet (as a part of extended memory) to solve a problem in a science class and to construct students{\textquoteright} own science knowledge. Online science literacy was defined in terms of the following aspects: basic skills (which include computer basics, web searching basics, and general navigation basics), locating information, finding a suitable website, locating the information on the website, critically evaluating the information according to its reliability and according to its relevance for the science class assessment. The data were collected through a 53-item Likert {\textendash} scale questionnaire. The items were adopted from the TICA questionnaire for assessing students{\textquoteright} general online reading competence. Science teachers from 5 different levels of pre-university education assessed their students{\textquoteright} online science literacy in order to evaluate their students{\textquoteright} competence to use the Internet as a storage and as a source of knowledge for teaching/learning process in the science class, to re-evaluate their online teaching practice and the need for implementation of natural science literacy of research and comprehension competence in their science curriculum. },
	keywords = {ICT, Internet in natural science education, natural science literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.460},
	url = {http://oaji.net/articles/2016/987-1479498050.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Andrej Flogie and Ana Koritnik}
}
@article {416,
	title = {OBSERVING NATURAL OBJECTS: CHARACTERISTICS OF FLOWERING PLANTS PERCEIVED AS IMPORTANT BY 5- AND 10-YEAR-OLD CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {109-120},
	abstract = {This research examined the ways in which children observe flowering plants, namely: which features they perceive as significant, whether the skill of observing flowering plants develops with age, and what is the difference between genders. The research involved 174 children: 89 children aged 5 and 85 children aged 10 who were given the task of choosing the plant they recognised as the same as each of the 10 given test plants among a total of 37 plants which looked more or less similar to the test plants. The analysis of the plant combinations the children most frequently mismatched showed, that colour is the feature to which they attribute the most importance. Shape turned out to be considered more important to the children than size. Older children revealed better plant observation skills than younger ones with the girls achieving better results than the boys in both age groups. The findings show that children{\textquoteright}s observation skills develop with age, and corroborate the need to support the development of observation in the educational process.},
	keywords = {biology education, observation skills, plant characteristics, preschool children},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.109},
	url = {http://oaji.net/articles/2016/987-1462908340.pdf},
	author = {Marjanca Kos and Janez Jerman}
}
@article {421,
	title = {ONLINE FUNCTIONAL LITERACY, INTELLIGENT TUTORING SYSTEMS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-171},
	abstract = {We live in a time of transition from print reading (off-line) to screen reading (on-line), where the role of the book and other literature is being taken over by different types of electronic devices (computers, tablets, smart phones). In the lives of young people, there is less and less printed media, because it is being pushed out by electronic media. Most written media that is still used is thus bound to the classroom. However, in recent years schools have also become more like e-schools. It is almost impossible to find a school that does not use e-material in its educational process. Research indicates that there are differences in reading comprehension when reading off-line and on-line. In a study in which 78 students from the 8th grade of elementary school participated at the course Technology and science (n=77; 53.2\% female), it was shown that in order to overcome this difference, individualised and adaptive Intelligent Tutoring Systems (ITS) can be used. The evaluation of the results also indicates that, for such a form of ITS, there is still plenty of space for optimisation, which is a permanent method of improvement and upgrade in such systems.},
	keywords = {elementary school, reading comprehension, technology and science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.162},
	url = {http://oaji.net/articles/2016/987-1473430613.pdf},
	author = {Kosta Dolenc and Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {435,
	title = {PHYSICAL SCIENCE TEACHER{\textquoteright}S PERSPECTIVES OF THE TYPES AND NATURE OF PRACTICAL WORK},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {327{\textendash}338 },
	abstract = {This is an empirical qualitative interpretative multiple case study, which was guided by the question; what are the teacher{\textquoteright}s perspectives of the types and nature of practical work? Document analysis and interviews were used for data collection. The results show firstly, that teachers held faulty perceptions of the nature of practical work. Secondly, the teachers{\textquoteright} individual definition of practical work contradicted their own perceptions of the nature of practical work. The faulty perceptions held by teachers influence outcome of the practical work to such an extent that some output only result through chance. Explanations and possibilities for the resultant perceptions are discussed. This paper recommends that science clubs and cluster group collaborations might aid methodological and contextual understandings and practices amongst teachers. Further research opportunities on ways and strategies of conducing practical work within contextual inhibitors are suggested. },
	keywords = {Contextual inhibitors, Practical work, procedural understanding, substantive understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.327},
	url = {http://oaji.net/articles/2016/987-1479496973.pdf},
	author = {Awelani V. Mudau and Ramodungoane Tabane}
}
@article {430,
	title = {PRESCHOOL CHILDREN{\textquoteright}S MENTAL REPRESENTATIONS OF CLOUDS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {267{\textendash}274},
	abstract = {Children construct representations of concepts and physical phenomena and these representations are critical to education. The natural phenomenon of clouds is perceivable and also observable by young children in everyday life. Moreover, it is a subject approached by the early childhood science education curriculums. However, in several studies it is noticed that the related children{\textquoteright}s representations are often incompatible with the scientific model, mainly because of its character, which is macroscopic and not immediately observable. In this research, clouds representations framed by children aged 4.5-6 years old are studied. The sample consisted of sixteen (16) children (7 boys and 9 girls) from one public kindergarten in an urban area of Greece. Data were collected through expanded, open type conversations between children pairs and one of the researchers. The results of the qualitative analysis of the conversations show that these children use different types of representations, the majority dominated by the nature of the substance under study. The outcome of the research results indicates the potentials of preschool children to perceive clouds as autonomous natural entities.},
	keywords = {Early childhood education, pre-school education, pupils{\textquoteright} representations, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.267},
	url = {http://oaji.net/articles/2016/987-1473431297.pdf},
	author = {Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@article {411,
	title = {PRE-SERVICE TEACHERS{\textquoteright} BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-44},
	abstract = {This study examines pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. },
	keywords = {belief about teaching, inquiry-based teaching, mental image, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.34},
	url = {http://oaji.net/articles/2016/987-1462908068.pdf},
	author = {Nilg{\"u}n Tatar}
}
@article {441,
	title = {PRE-SERVICE TEACHERS{\textquoteright} FEAR OF SNAKES, CONSERVATION ATTITUDES, AND LIKELIHOOD OF INCORPORATING ANIMALS INTO THE FUTURE SCIENCE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-410},
	abstract = {Studying attitudes toward fauna such as snakes is essential in wildlife management. The main objective of this study was to investigate the impact that fear of snakes has on Slovenian pre-service teachers{\textquoteright} attitudes towards conservation and the likelihood of incorporating animals into developing the future science curriculum. The effect of direct experience on fear of snakes, conservation attitudes, and the likelihood of incorporating snakes into the future science curriculum were also studied. Altogether, 352 full-time and part-time students majoring in preschool education and primary school education were surveyed. The study confirmed that students{\textquoteright} fear of snakes negatively influenced their conservation attitudes and decreased the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes negatively correlated with fear of snakes, and positively with attitudes towards conservation and the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes also affected students{\textquoteright} word associations regarding snakes by reducing the frequency of some associations that emphasize the potential threat snakes pose to people.},
	keywords = {conservation, pre-service teacher, science education, wildlife management},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.401},
	url = {http://oaji.net/articles/2016/987-1479497504.pdf},
	author = {Gregor Torkar}
}
@article {449,
	title = {PROSPECTIVE SCIENCE TEACHERS{\textquoteright} LEVELS OF UNDERSTANDING AND EXPLANATION OF ANIMAL AND PLANT CELLS: DRAW-WRITE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {501{\textendash}512},
	abstract = {Understanding science concepts and being able to explain them is important for science teachers. The perception of students about the concepts of science is related to teachers who use these concepts. In this study, it was aimed to determine prospective science teachers{\textquoteright} (n=152) levels of conceptual understanding and ability to explain animal and plant cells by drawing and written explanations. In the study, descriptive survey design has been used. As for the outcome of the research, the conceptual understanding of prospective science teachers regarding plant and animal cells was not adequate. In addition, prospective science teachers{\textquoteright} level understanding and explanation the animal cells and plant cells was found out to be associated with each other. Prospective teachers{\textquoteright} writing and drawing scores are remarkably in favor of writing and significantly differ. The majority of prospective teachers had difficulty over drawing concepts. Recommendations are presented on the basis of these results.},
	keywords = {concepts of science, descriptive survey design, drawing concepts, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.501},
	url = {https://doi.org/10.33225/jbse/15.14.501},
	author = {Huriye Deni{\c s} {\c C}eliker}
}
@article {419,
	title = {THE RELATION BETWEEN SCIENCE STUDENT TEACHERS{\textquoteright} EDUCATIONAL USE OF WEB 2.0 TECHNOLOGIES AND THEIR COMPUTER SELF-EFFICACY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {142-154},
	abstract = {The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers{\textquoteright} self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study involved 146 (F: 70, M: 76) student teachers in a teacher education course at Ziya G{\"o}kalp Education Faculty of Dicle University during the 2011-2012 academic year. The data were analysed using means, t-tests, and one-way ANOVAs. The study revealed that student teachers used Facebook the most frequently to communicate, access class material, hold discussions and form academic groups. Student teachers with Internet access at home used Web2.0 technologies more frequently than those without Internet access at home. The frequent use of Web 2.0 by student teachers provides teachers with the possibility for more student-centred learning activities in the classroom.},
	keywords = {science student teachers, SCIENCE teachers, teacher education, Web 2.0 technologies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.142},
	url = {http://oaji.net/articles/2016/987-1462908504.pdf},
	author = {H{\"u}lya Aslan Efe}
}
@article {468,
	title = {RELATIONSHIPS AMONG PHYSICAL EDUCATION TEACHERS{\textquoteright} PSYCHOLOGICAL CAPITAL, WORK STRESS, AND CREATIVE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {744{\textendash}752},
	abstract = {The purpose of this study was to explore the relationships among physical education teachers{\textquoteright} psychological capital, work stress, and creative teaching at junior and senior high school levels. The questionnaire was distributed to 58 schools in Taiwan and research sample were junior and senior high school physical education teachers. 395 questionnaires were distributed, 369 questionnaires were valid for statistical analysis. Hierarchical regression was used to test the impact of teachers{\textquoteright} psychological capital on their work stress and creative teaching. The findings showed that while self-efficacy, hope, and optimism of psychological capital significantly influenced teachers{\textquoteright} creative teaching positively, personal interaction and professional knowledge of work stress express negative impacts. In addition, it was found that teachers with higher personal interaction stress and higher professional knowledge stress had lower creative teaching. The study suggests to increase physical education teachers{\textquoteright} psychological capital and enhance teachers{\textquoteright} creative teaching and students{\textquoteright} satisfaction.},
	keywords = {creative teaching, physical education teachers, psychological capital, work stress},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.744},
	url = {http://oaji.net/articles/2016/987-1479544015.pdf},
	author = {Hsiu-Chin Huang and Li-Wei Liu and Huey-Hong Hsieh and Chia-Ming Chang}
}
@article {408,
	title = {RETHINKING TRADITIONAL SCIENCE TEACHING THROUGH INFUSING ICT LEARNING EMBEDDED BY A {\textquoteleft}LEARNING-AS-DESIGN{\textquoteright} APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {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 {\textquoteleft}bolted-on{\textquoteright} 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.},
	keywords = {computer laboratory, Science Curriculum, science learning, science teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.04},
	url = {http://oaji.net/articles/2016/987-1462907838.pdf},
	author = {Andr{\'e} Du Plessis}
}
@article {436,
	title = {A RISK PERCEPTION MODEL OF CLIMATE CHANGE FOR UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {339-350},
	abstract = {This study establishes a behavioral model for university students by utilizing the theories of planned behavior and value-belief-norm, and proposes key latent variables for risk perception toward climate change to establish a structural equation model. Partial least squares analyses and three indicators are utilized to test the reliability, validity, and goodness-of-fit of the model. This study establishes a mixed model with formative and reflective indicators, and assesses both environmental concern and personality traits as formative indicators. Using standardized path coefficients, eight out of 10 paths demonstrate statistical significance, indicating that environmental value and environmental attitudes influence environmental behavior. Three of the five included personality traits (e.g., agreeableness, extraversion, and openness) demonstrate a positive correlation with environmental behavior and environmental attributes. Individuals{\textquoteright} risk perception positively influences their environmental value, environmental attitudes, and environmental behavior with respect to climate change. },
	keywords = {climate change, environmental behavior, partial least square, personality trait},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.339},
	url = {http://oaji.net/articles/2016/987-1479497044.pdf},
	author = {Shyang-Chyuan Fang and Tai-Yi Yu}
}
@article {473,
	title = {SCIENCE EDUCATION FOR STUDENTS WITH INTELLECTUAL DISABILITY: A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {804{\textendash}820},
	abstract = {Scientific literacy is a principle objective of education almost in every country. It is mostly underlined in science education.   Science education helps students become more productive individuals with the knowledge they acquire by promoting their thinking and learning skills and these skills help individuals to improve their scientific literacy. This research aims to determine the needs and problems in teaching science \& technology course in a special education middle school, attended by students with mild intellectual disability. This is a case study based on collecting and analyzing qualitative data. Semi-structured interviews, conducted with two teachers, 11 students, and their parents, researcher{\textquoteright}s diary, in class artifacts, field notes, and video recordings were used to depict the situation in the science \& technology course mentioned above. The data were analyzed through content analysis via Nvivo 10. Research findings display that the school in which this research study took place must be enriched with high technological tools; special education teachers{\textquoteright} attitudes towards the necessity of the science \& technology course for students with special needs must be improved; and teachers must be provided with knowledge and skills of differentiation and adaptation techniques to provide science \& technology activities in order for the science \& technology course to be taught in a more inclusive manner.},
	keywords = {case study, science for all, students with special needs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.804},
	url = {http://oaji.net/articles/2016/987-1479544410.pdf},
	author = {Canan Sola {\"O}zg{\"u}{\c c} and Atilla Cavkaytar}
}
@article {463,
	title = {SCIENCE EDUCATION IN ITALY: CRITICAL AND DESIRABLE ASPECTS OF LEARNING ENVIRONMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {685{\textendash}696 },
	abstract = {Science teaching plays an important role in the contemporary society, but nowadays, many high school students are often not interested in school science. The purpose of the study was to enhance the quality of teaching and to encourage learners to study science, making student learning more effective and meaningful. The opinions of different stakeholders was taken into account. In Italy, almost 200 participants, counting both teachers and students, answered a questionnaire concerning the following aspects of teaching and learning: situations, contexts, motives; basic concepts and topics; scientific fields and perspectives; qualification; methodical aspects. The results obtained showed the priorities and main gaps in current science education. In particular, scientific literacy should be essentially based on three concepts: the development of communication skills, the improvement of intellectual skills and the development of personality. Unfortunately the study has also highlighted that the approaches judged more effective are not really common in the current educational panorama. },
	keywords = {inquiry-based science, Learning Environment, PROFILES project},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.685},
	url = {http://oaji.net/articles/2016/987-1479543322.pdf},
	author = {Virginia Brianzoni and Liberato Cardellini}
}
@article {460,
	title = {A SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS COURSE WITH COMPUTER-ASSISTED REMEDIAL LEARNING SYSTEM SUPPORT FOR VOCATIONAL HIGH SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {641{\textendash}654},
	abstract = {One of the significant and distinguishing curriculum characteristics of STEM compared to other subjects domains is hands-on skill development. Hands-on training enables the enhancement of learning because it parallels with the concrete-to-abstract nature of cognitive development, providing additional sources of brain activation via kinaesthetic involvement and elevating students{\textquoteright} motivation and engagement. To bridge the gap between theory and practice, and advance unprepared students{\textquoteright} hands-on skills, this research proposed and implemented an innovative STEM course with the computer-assisted remedial learning system (CARLS) in the vocational high school experience in Taiwan. The effects of STEM course were examined through an experiment with learning performances hypotheses. A total of 32 students in a vocational high school in Taiwan voluntarily participated in this research and a one-group pre-test and post-test pre-experimental design was adopted. The results of this experimental course demonstrated that CARLS is effective and contributed in enhancing students{\textquoteright} knowledge, achievement and hands-on skill performance in this STEM course. Suggestions and implications for STEM education is also made for practitioners and educators.},
	keywords = {Computer-Assisted Remedial Learning System, hands-on activities, Vocational High School},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.641},
	url = {http://oaji.net/articles/2016/987-1479543039.pdf},
	author = {Shu-Hsuan Chang and Ai-Chiao Ku and Li-Chih Yu and Tsung-Chih Wu and Bor-Chen Kuo}
}
@article {418,
	title = {SOCIAL CAPITAL ON FACEBOOK AS PERCEIVED BY LITHUANIAN UNIVERSITY STUDENTS: A MULTIDIMENSIONAL PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {132-141},
	abstract = {The rapid expansion of social networking websites (SNW) is raising several issues regarding the influence it has on the modern school. As many authors mentioned, the proliferation of social networks among university people is changing the educational processes. In order to find out how Facebook could support education, a social learning perspective is needed. In turn, this requires to measure the social capital and to analyze its educational potential. The aim of this research is to elaborate a theoretically grounded and empirically validated multi-dimensional model, measuring the social capital that is embedded in the Facebook networks of Lithuanian university students. This is a pilot research carried out between September and December, 2014. In this respect, the research limitation reveals itself; therefore, a wider theoretical and empirical research is necessary, analyzing the usage of Facebook in the university student population. The research is significant, because it is prepared and validated a multidimensional model of the bridging social capital as perceived by university students that are using Facebook. },
	keywords = {Facebook, multidimensional model, science education, Social capital, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.132},
	url = {http://oaji.net/articles/2016/987-1462908448.pdf},
	author = {Costin Pribeanu and Alexandru Balog and Vincentas Lamanauskas and Violeta {\v S}lekiene}
}
@article {453,
	title = {THE TEACHING OF HISTORY OF SCIENCE AT THE UNIVERSITY: SOME BRIEF CONSIDERATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {564{\textendash}568 },
	abstract = {I teach history of science at the University of Udine, Italy. My students {\textendash} about 25 {\textendash} frequently the second and the third year at the faculty of Letters and Philosophy (now called {\textquotedblleft}Polo Umanistico{\textquotedblright}). They have to pass a sole proof in history of science. Therefore, in this editorial, I would like to face the problems connected with the teaching of history of science to students who have a scarce knowledge of mathematics and who in their future will have probably few contacts with science and its history. Thus, two problems are particularly difficult in this case: 1) to choose the subject properly; 2) to choose the appropriate educational approach. Obviously, the choice of the subject is always important, but if one teaches history of science in a scientific faculty, the situation is, in a sense, easier: for example, at the faculty of physics, one could select a specific course each year, i.e., history of mechanics in a certain period, history of electromagnetism in the 19th century, the theory of optics as it is developed by an author or a series of authors (Euclid, Witelo, Kepler, Snell, Descartes, and so on), etc. Each subject could be dealt with by facing the particular research of each scholar and entering the specific mathematical arguments. This is not possible in a humanities faculty. Thence, I would like to explain my choice and to trace some general considerations.},
	keywords = {Educational approach, history of astronomy, history of science, level of knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.564},
	url = {http://oaji.net/articles/2016/987-1479542196.pdf},
	author = {Paolo   Bussotti}
}
@article {452,
	title = {TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS AND ISSUES OF SCIENCE EDUCATION AIMED AT DATABASE SYSTEMS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {535{\textendash}555},
	abstract = {Currently science education is understood not only as education in mathematics, physics and chemistry, but also as an education in informatics. To analyze the current state of informatics education within the tertiary economy and managerial study fields was the aim of the research, the purpose of which was to support curricula innovation in the relevant study programmes and to bring their content closer to the demands and needs of the labour market. An original feature of the research has been the fact that it has been based on students{\textquoteleft} points of view. The research sample consisted of students of the concerned study programmes in the Slovak and Czech Republic. The paper presents methodology of the carried out questionnaire survey and main findings related to the data recorded at items focused on database systems and technologies. The obtained data related to the respondents{\textquoteleft} opinions and the assessments of the selected learning topics taught within their study programmes and the importance of these topics for the respondents{\textquoteleft} professional career were processed according to the factors of the country, gender and field of the study. The results showed a significant dependence of the respondents{\textquoteleft} answers on their field of the study independently on their gender and the country in which they took their study.},
	keywords = {Computer Literacy, curricula innovation, evaluation methodologies, science education, tertiary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.535},
	url = {http://oaji.net/articles/2016/987-1479498507.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek}
}
@article {433,
	title = {THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {295-310},
	abstract = {The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. },
	keywords = {Prospective Science Teachers, qualitative data, shadow science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.295},
	url = {http://oaji.net/articles/2016/987-1479496832.pdf},
	author = {Ayse Oguz Unver}
}
@article {471,
	title = {TRANSDISCIPLINARY APPROACH OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {779{\textendash}790},
	abstract = {At the end of 20th century and especially in this century the education field is undergoing a significant change not only as a result of technological innovations but also pedagogical innovations on the bases of artificial intelligence (AI), cognitive science and neuroscience. What interested us was the attitude of students and teachers towards these changes. In the research the participating students were arranged in two groups, the control group (CG), where conventional lessons were carried out and the experimental group (EG), in which teachers used a transdisciplinary cognitive neuroeducation model. The performance data for the both groups was acquired via questionnaire adopted from TIMSS research. The teachers{\textquoteright} attitude towards these changes was mostly monitored via qualitative research.
As is apparent from the results, a positive shift can be seen in the students{\textquoteright} attitude towards school. And this positive attitude towards school can create in students the suitable motivation, which is the first and most important step towards quality knowledge. A positive shift was also made in the minds of the teachers.},
	keywords = {Artificial Intelligence, cognitive neuroeducation model, cognitive science, multidisciplinarity, neuroscience, transdisciplinary model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.779},
	url = {http://oaji.net/articles/2016/987-1479544205.pdf},
	author = {Andrej Flogie and Boris Aber{\v s}ek}
}
@article {428,
	title = {THE USE OF JIGSAW COLLABORATIVE LEARNING METHOD IN TEACHING SOCIO-SCIENTIFIC ISSUES: THE CASE OF NUCLEAR ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {237{\textendash}253},
	abstract = {This research examines the influence of Jigsaw, which is a collaborative learning (CL) method, on students{\textquoteright} views and decision-making processes concerning the use of nuclear energy. The research included 60 fourth-year undergraduate students attending the science teacher training program of a university in Turkey in the 2013{\textendash}2014 academic year. In the research, firstly an attempt was made to provide students with scientific literacy on the subject through Jigsaw method. Then the groups formed for the Jigsaw method created argumentative texts in which they expressed their views. In the end, the students developed positive attitudes and supported the establishment of nuclear power plants in Turkey. They had negative views about the use of nuclear energy before teaching. Their views turned to positive after teaching to a great extent. It was seen that gaining enough knowledge to do logical reasoning through teaching was influential on their capability to reach positive decisions. Furthermore, it was revealed that decision-making processes are affected by variables such as scientific literacy, awareness, and suggestions for reducing risks. },
	keywords = {collaborative learning, nuclear energy, socio-scientific issues},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.237},
	url = {http://oaji.net/articles/2016/987-1473431054.pdf},
	author = {Ahmet Tekbiyik}
}
@article {456,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR CHEMISTRY SELF-CONCEPT INVENTORY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {599{\textendash}606 },
	abstract = {Self-concept, one of affective introductory behaviours, is one of the most frequently studied issues especially in social sciences. Since it is a strong mental structure which psychologists and social psychologists say to be related with learning, this research aims to adapt Chemistry Self-Concept Inventory developed by Bauer (2005) so as to evaluate students{\textquoteright} self-concept into Turkish, and analyse its psychometric properties. The data were collected by applying the inventory to 530 prospective teachers attending the chemistry education, primary school education and science education departments of three different Universities. Following the translation work, Turkish form of the inventory was given the final shape. The construct validity of the inventory was tested by confirmatory factor analysis. McDonald{\textquoteright}s Omega (ω) and Cronbach Alpha (α) coefficients were calculated for the reliability study of the inventory. Fit indices were found to be lower in the first confirmatory factor analysis conducted than the ones expected, and 11 items with the fewest factor loads and with the highest modification indices were removed from the inventory. The sub-dimensions apart from creativity were found to have ω and α coefficients above 0.70. },
	keywords = {academic enjoyment self-concept, Academic self-concept, chemistry self-concept, mathematics self-concept},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.599},
	url = {http://oaji.net/articles/2016/987-1479542432.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and Ayhan Y{\i}lmaz}
}
@article {420,
	title = {WHY SHOULD WE PUBLISH IN JOURNALS INDEXED IN WEB OF SCIENCE?},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {160-161},
	abstract = {I would like to thank the editor of the journal, who offered me to write an editorial. When I was thinking about the topic, which would be interesting for the readers of journals, I got more ideas. One of the topics, which is more and more discussed is the problem of publication. Where should the author send his manuscript? He/she should choose a shorter way or try to send his own manuscript to the journal with the demanding reviewing process. But, the author is the person who makes the final decision, our effort is to evoke only thinking about the importance of academic work.},
	keywords = {editorial boards, international journals, recognized databases},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.160},
	url = {http://oaji.net/articles/2016/987-1473430543.pdf},
	author = {Milan Kubiatko}
}
@article {454,
	title = {{\textquotedblleft}YOUNG NOISE RESEARCHERS{\textquotedblright}: AN INTERVENTION TO PROMOTE NOISE AWARENESS IN PRESCHOOL CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {569{\textendash}585 },
	abstract = {While little is known about how young children understand noise and its environmental aspects, this topic is suggested to be included in science curricula from early years on. To investigate if and to what extent preschool children{\textquoteright}s level of noise awareness could be improved the {\textquoteleft}Young Noise Researchers{\textquoteright} educational scenario was designed, implemented and evaluated. Research design involved a pretest-posttest procedure. Participants were 52 Greek preschool children, who attended public kindergarten classes. The scenario involved 9 activities following the principles of context-based, socio-cognitive and multimodal teaching and learning, which were implemented by the teachers of the classes in a 4-week period. Prior to and after the intervention participants engaged in individual, semi-structured interviews. The results indicated improvement in children{\textquoteright}s noise awareness in regard to acknowledging everyday noises, understanding annoyance and subjectivity of noise, adopting negative attitudes towards noise and acknowledging its health effects. Nevertheless, their noise awareness did not significantly improve in other crucial respects. Implications for teaching involve a more systematic focus on the distinction between sound and noise, noise subjectivity, the annoyance caused by noise in daily life and the possibility of more active and preventive protection measures.},
	keywords = {Early childhood education, pupils{\textquoteright} noise awareness, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.569},
	url = {http://oaji.net/articles/2016/987-1479542288.pdf},
	author = {Vasilia Christidou and Anastasia Dimitriou and Nikos Barkas and Maria Papadopoulou and Stergios Grammenos}
}
@article {404,
	title = {ASSESSING THE STUDENTS{\textquoteright} UNDERSTANDING RELATED TO MOLECULAR GEOMETRY USING A TWO-TIER DIAGNOSTIC TEST},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {839{\textendash}855 },
	abstract = {In this research, the comprehension levels and misconceptions of university students on the subject of molecular geometry were determined via a two-tier diagnostic test consisting of 25 items developed by researchers. It was applied on 110 university students. The reliability and validity tests and item analyses were conducted in relation to the test, and the difficulty and discrimination indices of the items were detected. The reliability coefficient of the test was found to be 0.856 while the mean difficulty value of the test was 0.487. According to the findings obtained from the second tier of the test containing open end questions, the students had a great deal of wrong information and numerous misconceptions in relation to the molecular geometry. Such statements as {\textquotedblleft}atoms move in the resonance structure{\textquotedblright} and {\textquotedblleft}bond angles of two molecules having a trigonal pyramidal shape cannot be different{\textquotedblright} are counted among the most important misconceptions determined in the study. },
	keywords = {molecular geometry, two-tier diagnostic test, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.839},
	url = {http://oaji.net/articles/2015/987-1450982620.pdf},
	author = {Melis Arzu Uyulgan and Nalan Akkuzu and {\c S}enol Alpat}
}
@article {354,
	title = {CHANGING PRESCHOOL CHILDREN{\textquoteright}S REPRESENTATIONS OF LIGHT: A SCRATCH BASED TEACHING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {191-200},
	abstract = {The research presented here studied preschool children{\textquoteright}s representations of light. A teaching intervention was also carried out, with an aim to construct in children{\textquoteright}s thinking a precursor model according to which light is recognized as an autonomous entity, which is independent of the light sources and the results it causes. The teaching intervention was conducted through the use of special software created in a scratch environment. The study, consisting of three phases (pre-test, teaching intervention and post-test), included 30 children aged 4-6 years. The results of the research showed that in the children{\textquoteright}s initial mental representations light is identified mainly with light sources. After the teaching intervention, a large percentage of the children had constructed a precursor model which was compatible with the scientific one, based upon which children recognize light as an autonomous entity. },
	keywords = {precursor model, preschool pupils{\textquoteright} representations, scratch software},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.191},
	url = {http://oaji.net/articles/2015/987-1437063071.pdf},
	author = {Vassiliki Ntalakoura and Konstantinos  Ravanis}
}
@article {349,
	title = {COGNITIVE STYLES COULD BE IMPLICITLY ASSESSED IN THE INTERNET ENVIRONMENT: REFLECTION-IMPULSIVITY IS MANIFESTED IN INDIVIDUAL MANNER OF SEARCHING FOR INFORMATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {133-145},
	abstract = {The present research aimed to determine whether the cognitive style of reflection {\textendash} impulsivity (R-I) diagnosed in a standard way also manifests itself in the Internet environment. A special task was designed that involved searching for particular information on the Internet. Science students took part in two studies (pilot study, n=11, and replication, n=37). Data analyses revealed that indicators of performance in the simple computer task allow the differentiation of respondents in terms of the R-I dimension. The time spent on reading the command and thinking of a strategy for obtaining the information revealed a high correlation with R-I. The amount of explained R-I variance reached 82\%, indicating that the online searching task is a valid indicator of this cognitive style. The practical conclusion is that the Internet environment may be used in cognitive styles{\textquoteright} assessment which, in turn, may lead to creating interactive, cognitive style-friendly hypermedia learning facilities. },
	keywords = {cognitive styles, learning facilities, reflection-impulsivity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.133},
	url = {http://oaji.net/articles/2015/987-1437062608.pdf},
	author = {Maciej Stolarski and Jordi Mongay Batalla and Maria Ledzi{\'n}ska}
}
@article {402,
	title = {COMPARING MALE AND FEMALE PRE-SERVICE TEACHERS{\textquoteleft} UNDERSTANDING OF THE PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {821{\textendash}827 },
	abstract = {This study compared male and female pre-service science teachers{\textquoteright} understanding of the effect of phase changes and physical transformation of matter on the size of particles, spaces between particles, speed of particles, and number of particles. Data were collected using a questionnaire that has 36 items. Both gender groups had sound understanding of the effect of phase change on speed, spaces, and number of particles in a substance, and the effect of compression on speed, number, size and spaces between particles in solids and liquids. However, most female pre-service teachers had low understanding of the effect of phase change on the size of the particles in solids, liquids and gases as most of them incorrectly believed that heating increases the size of the particles and cooling decreases the size of particles. The results have implications for science teaching and learning and teacher education.},
	keywords = {physical transformation of matter, pre-service teachers, science teaching and learning, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.821},
	url = {http://oaji.net/articles/2015/987-1450982465.pdf},
	author = {Frackson Mumba and Vivien Mweene Chabalengula and Asiana Banda}
}
@article {393,
	title = {CONCEPTS OF VEGETABLE AND FRUIT IN PRESCHOOL AND ELEMENTARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {709{\textendash}725 },
	abstract = {The purpose of this study was to investigate the way the concepts of fruit and vegetable are presented in teaching materials, used in pre-school education and in the textbooks of life sciences and science and technology courses in elementary education, in addition to the students and teachers{\textquoteright} knowledge and opinions related to these concepts. Qualitative research techniques were used in this study. The sample of the study comprises the students receiving education in pre-school and elementary education and the teachers serving at these levels. 258 students and 83 teachers took part in this study. A survey, which was developed by the researcher, including two forms, was administered. Teaching materials in pre-school education and course books in elementary education were also used as data sources. When the research findings are considered, it stands out that these concepts have different definitions in different fields and thus, they have no common definitions. This situation seems to have been reflected in the teaching materials used both in pre-school and elementary education. Also, it is seen that there are important differences between teachers{\textquoteright} opinions about these concepts. },
	keywords = {concept learning, elementary education, pre-school education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.709},
	url = {http://oaji.net/articles/2015/987-1450981641.pdf},
	author = {H{\"u}seyin E{\c s}}
}
@article {362,
	title = {CONCEPTUAL CHANGE ACTIVITIES ALLEVIATING MISCONCEPTIONS ABOUT ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {298{\textendash}315 },
	abstract = {This study contributes to a growing literature that investigates vocational students{\textquoteright} conceptual understanding of electricity by proposing a multidimensional and pragmatic approach to conceptual change. Conceptual change model-based activities were designed in a six-stage conceptual change model and were incorporated into a four-week course. The effectiveness of these activities was measured in terms of changing these students{\textquoteright} misconceptions about simple electric circuits towards scientifically accepted ideas in terms of their revolutionary versus evolutionary nature and the extent of transfer of learning. Transformative mixed methods research design was used consisting mainly of a one-group pre-test post-test design with DIRECT Test 1.2 as a research instrument. Paired samples t-test analysis for 15 students{\textquoteright} test scores indicated that there was a statistically significant difference between students{\textquoteright} pre- and post-test scores. The results of the frequency analysis in both pre- and post-tests show a significant percentage drop in the number of students having the identified misconceptions. The majority of students during post pre-test interviews justified their answers incorrectly, but more than 80\% answered correctly in the post post-test interview.},
	keywords = {conceptual change, conceptual change model, electric circuits, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.298 },
	url = {http://oaji.net/articles/2015/987-1437678688.pdf},
	author = {Achillefs Kapartzianis and Jeanne Kriek}
}
@article {1080,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {591},
	abstract = {Contents, Vol. 13, No. 5, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632662839.pdf},
	author = {Editorial Board}
}
@article {1119,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 13, No. 1, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640789903.pdf},
	author = {Editorial Board}
}
@article {1116,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {151},
	abstract = {Contents, Vol. 13, No. 2, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640681966.pdf},
	author = {Editorial Board}
}
@article {1113,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {295},
	abstract = {Contents, Vol. 13, No. 3, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640621753.pdf},
	author = {Editorial Board}
}
@article {1077,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {763},
	abstract = {Contents, Vol. 13, No. 6, 2014, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632644276.pdf},
	author = {Editorial Board}
}
@article {1083,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {August/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {443},
	abstract = {Contents, Vol. 13, No. 4, 2014, JBSE },
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633274084.pdf},
	author = {Editorial Board}
}
@article {350,
	title = {A CONTEXT-BASED APPROACH TO SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {152-154},
	abstract = {It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries. For students to develop a sustained attraction to science and to appreciate the many ways in which it is pertinent to their daily lives, NRC (2012) suggest that class{\textlnot}room learning experiences in science need to connect with their own interests and experiences. Goodbye to the content-only approach. It is time for science education to embrace learning suitable for the modern world.},
	keywords = {science in schools, science lessons, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.152},
	url = {http://oaji.net/articles/2015/987-1437062820.pdf},
	author = {Jack Holbrook}
}
@article {346,
	title = {CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {91-104},
	abstract = {This study examines the perspectives of science and mathematics Continuing Professional Development (CPD) providers regarding the nature and status of CPD provision in Saudi Arabia. It was carried out during a time when current government reforms in Saudi Arabia have placed the teaching and learning of math and science in the schools at the core of its agenda. To achieve the study results, an open-ended questionnaire was developed and used in the data collection process. Twenty science and mathematics CPD providers completed the questionnaire. Data were analyzed inductively using thematic analysis. Three themes were elicited from the study analysis: CPD planning and delivery, assessing the impact of CPD, and views of effective CPD. The article concludes that the dominant model of CPD in Saudi Arabia is based on traditional notions that are focused on a single shot design (such as training courses and workshops). The study suggests increasing the scope of CPD efforts in Saudi Arabia to allow for other forms of CPD opportunities and that science and mathematics Saudi CPD providers require support and fine tune training in order to assure the success of the CPD efforts.},
	keywords = {continuing professional development, Saudi Arabia, science and mathematics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.91},
	url = {http://oaji.net/articles/2015/987-1437062396.pdf},
	author = {Saed A. Sabah and Merfat Fayez and Saeed M. Alshamrani and Nasser Mansour}
}
@article {1115,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {149-150},
	abstract = {Cover page, Vol. 13, No. 2, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640681903.pdf},
	author = {Editorial Board}
}
@article {1082,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {August/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {441-442},
	abstract = {Cover page, Vol. 13, No. 4, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633274030.pdf},
	author = {Editorial Board}
}
@article {1118,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 13, No. 1, 2014},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640789862.pdf},
	author = {Editorial Board}
}
@article {1112,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Discontinuous},
	type = {Other},
	chapter = {293-294},
	abstract = {Cover, JBSE, Vol. 13, No. 3, 2014},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640621684.pdf},
	author = {Editorial Board}
}
@article {1079,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {589-590},
	abstract = {Cover page, Vol. 13, No. 5, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632662787.pdf},
	author = {Editorial Board}
}
@article {1076,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {761-762},
	abstract = {Cover page, Vol. 13, No. 6, 2014, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632644226.pdf},
	author = {Editorial Board}
}
@article {357,
	title = {CREATIVE THINKING LEVELS OF PRESERVICE SCIENCE TEACHERS IN TERMS OF DIFFERENT VARIABLES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {231-242},
	abstract = {The aim of this study was to determine the creative thinking levels of preservice science teachers in terms of different variables such as gender, year of study, the type of school they graduated from and their parents{\textquoteright} educational background. The study was carried out on 241 preservice science teachers. The data collection tools applied were the Torrance Tests of Creative Thinking (Figural Form A), which was used to measure their creative thinking levels, and the Individual Information Form, which was developed by the researchers. The study revealed that the creative thinking levels of preservice science teachers do not differ significantly with respect to gender, year of study, the type of school they graduated from, or their parents{\textquoteright} educational background. },
	keywords = {concept of creativity, creative thinking, Preservice Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.231},
	url = {http://oaji.net/articles/2015/987-1437063246.pdf},
	author = {Selda Bak{\i}r and Esra {\"O}ztekin}
}
@article {340,
	title = {A CROSS-CULTURAL STUDY ON FRESHMEN{\textquoteright}S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {The purpose of this study was to measure the freshmen{\textquoteright}s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8\%), Slovakia (212, 21.3\%), Slovenia (217, 27.3\%) and Turkey (235, 23.6\%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. },
	keywords = {human evolution, nature of science, non-scientific explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.06},
	url = {http://oaji.net/articles/2015/987-1437062033.pdf},
	author = {Andrej {\v S}orgo and Muhammet Usak and Milan Kubiatko and Jana Fan{\v c}ovi{\v c}ova and Pavol Prokop and Miro Puhek and Jiri Skoda and Mehmet Bahar}
}
@article {366,
	title = {DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {351{\textendash}360 },
	abstract = {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{\textquoteright} 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{\textquoteright} 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{\textquoteright} 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.},
	keywords = {explanatory models, magnetism, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.351},
	url = {http://oaji.net/articles/2015/987-1437679161.pdf},
	author = {Meng-Fei Cheng and Jang-Long Lin and Ying-Chi Chang and Hsiao-Wen Li and Tsung-Yu Wu and Deng-Min Lin}
}
@article {401,
	title = {DEVELOPING THE CONTEXT-BASED CHEMISTRY MOTIVATION SCALE: VALIDITY AND RELIABILITY ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {809{\textendash}820 },
	abstract = {In order to explain chemistry subjects by linking them to everyday life and accordingly, to improve the quality of education, context-based learning has come into use widely in chemistry teaching recently. The aim of this study is to develop a scale to determine secondary school students{\textquoteright} motivations towards chemistry activities supported with context-based learning. Validity and reliability analysis of the scale were done with the participation of 525 high school students. To determine the structural validity of the scale, exploratory factor analysis was done. The factor analysis concluded that the scale had a three-factor structure with 20 items. Cronbach Alpha internal consistency coefficient of the scale was calculated to be 0.91. Cronbach Alpha internal consistency coefficients of sub dimensions were found to be 0,84; 0,80 and 0.81 respectively. In the light of the findings of this study, the scale developed is concluded to be of use in determining high school students{\textquoteright} motivations towards context-based chemistry. 
  
},
	keywords = {chemistry teaching, context-based chemistry, high school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.809},
	url = {http://oaji.net/articles/2015/987-1450982393.pdf},
	author = {Ay{\c s}em Seda {\"O}nen and Fatma Merve Ulusoy}
}
@article {395,
	title = {DEVELOPMENT AND EVALUATION OF A COMPETENCE-BASED TEACHING PROCESS FOR SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {740{\textendash}755 },
	abstract = {The quality of education is increasingly being measured less by the knowledge gained during schooling and more by the level of competence possessed by students at doing a particular job after completing their education. Target and process-planned curricula are being replaced more and more by competence-oriented curricula, especially in science and technology education, where competences, generally defined as the capability or the ability of an individual doing a job properly, are placed at the forefront. If competence is the desired criterion for educational quality, it can be easily established that suitable instruments and methods of measurement are needed for this kind of quality evaluation, which, however, are not yet available. Suitable instrumentation was developed in this study. Its use was demonstrated in the example of elementary education in Slovenia. },
	keywords = {educational quality, generic competences, methods of teaching, students{\textquoteright} skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.740},
	url = {http://oaji.net/articles/2015/987-1450981788.pdf},
	author = {Dragica Pe{\v s}akovi{\'c} and Andrej Flogie and Boris Aber{\v s}ek}
}
@article {400,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD BIOLOGY LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {802{\textendash}808 },
	abstract = {University students{\textquoteright} achievements in biology laboratory do not depend only on cognitive variables, but also on non-cognitive variables such as anxiety levels. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in a biology laboratory class. In this study, the Biology Laboratory Anxiety Scale (B-LAS) consisting of 15 items was developed, and analysed its validity and reliability. All items are positively worded to indicate increased anxiety. The sample consisted of 685 science teacher candidates (450 female and 235 male) who take Biology and/or Biology laboratory classes at three different Faculties of Education. The validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 15 items varied between 0.61 and 0.80, and explained 53\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.93 and the split-half test correlation was 0.85. According to these results B-LAS can be used as a valid and reliable instrument in science education.},
	keywords = {biology laboratory, factor analysis, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.802},
	url = {http://oaji.net/articles/2017/987-1519497189.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {371,
	title = {DEVELOPMENT AND VALIDATION OF ENVIRONMENTAL LITERACY SCALE FOR ADULTS (ELSA)},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {425{\textendash}435 },
	abstract = {In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: {\textquotedblleft}environmental consciousness{\textquotedblright}, {\textquotedblleft}environmental anxiety{\textquotedblright} and {\textquotedblleft}environmental awareness{\textquotedblright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.881 for the whole of the scale, 0.807 for the first dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults{\textquoteright} views and levels of environmental literacy.},
	keywords = {adults, environmental literacy, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.425},
	url = {http://oaji.net/articles/2015/987-1437679561.pdf},
	author = {Elif Atabek-Yi{\u g}it and Nesibe K{\"o}kl{\"u}kaya and Melike Yavuz and Eda Demirhan}
}
@article {359,
	title = {THE DEVELOPMENT OF THE KOREAN TEACHING OBSERVATION PROTOCOL (KTOP) FOR IMPROVING SCIENCE TEACHING AND LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {259-275},
	abstract = {An observational instrument called the KTOP (Korean Teaching Observation Protocol) was developed to analyze science teaching and to identify the components of teaching that need improvement. To diminish the gap between theory and practice in science teaching, the method for developing the KTOP was structured as consisting of three steps: the first version of the KTOP was developed through direct observation of science classes at the first step, revised through literature review with consideration of the Korean national curriculum and comparison with other observational instruments in the second step, and finalized after application to actual teaching context. As a result, the KTOP was determined to consist of 30 items of 10 sub-categories in 4 main categories. The content was validated through 48 teachers{\textquoteright} responses to the questions asking if each indicator of the KTOP is worthwhile to be considered in their teaching. Reliability was obtained by agreement (72~90\%) and correlation (r=0.90) among observers{\textquoteright} KTOP scores. Finally, the cases of applying the KTOP to improve science classes and to develop teachers{\textquoteright} expertise through an in-service program were described.},
	keywords = {analysis of science teaching, improving science teaching, observational instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.259},
	url = {http://oaji.net/articles/2015/987-1437063408.pdf},
	author = {Jongwon Park and Young-Shin Park and Youngmin Kim and Jongseok Park and Jin-Su Jeong}
}
@article {399,
	title = {THE EFFECT OF MICROTEACHING ON THE TEACHING SKILLS OF PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {789{\textendash}801 },
	abstract = {This study was carried out on 97 participants using a mixed research design, in order to determine the effect of microteaching on the teaching skills of pre-service science teachers and to ascertain the opinions of pre-service teachers about the positive and negative effects of microteaching. Analysis of the data revealed that microteaching has a significant effect on teaching skills, and this effect can be seen under the areas of carrying out an introduction lesson, classroom management, time management and planning, effective communication and concluding the lesson, as well as issues which can be described as being related to self-confidence. In the qualitative section of the study, analysis of the data obtained from written responses and individual interviews with pre-service teachers about the positive and the negative effects of microteaching support the quantitative findings. },
	keywords = {mixed research design, pre-service science teachers, teaching skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.789},
	url = {http://oaji.net/articles/2015/987-1450982278.pdf},
	author = {Selda Bak{\i}r}
}
@article {397,
	title = {THE EFFECTS OF 3D PLASTIC MODELS OF ANIMALS AND CADAVERIC DISSECTION ON STUDENTS{\textquoteright} PERCEPTIONS OF THE INTERNAL ORGANS OF ANIMALS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {767{\textendash}775 },
	abstract = {The decrease in the method of cadaveric dissection and its replacement with alternative methods has led to discussions about the significance of dissection in biology/anatomy lessons. Certain authors argue that the decline in anatomy knowledge in students is at least partially caused by these factors. An investigation was carried out on the effectiveness of teacher{\textquoteright}s demonstrations of cadaveric dissection as opposed to a 3D plastic model on pre-service biology teachers{\textquoteright} ideas concerning what is inside animals. Students were pre-tested on their ideas as to what is inside animals and randomly divided into four treatments (Dissection + Model, Dissection, Model, Model + Dissection). After the treatment, the post-test scores revealed that treatments where both methods were combined resulted in the highest achievement scores, particularly in the case of anatomy of fish. It has been concluded that the combination of cadaver dissection with modern innovative methods is more effective for obtaining anatomy knowledge than the use of only one method. The use of alternative methods should not be in conflict with traditional methods. },
	keywords = {alternative methods, biology education, cadaveric dissection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.767},
	url = {http://oaji.net/articles/2015/987-1450982163.pdf},
	author = {Jana Fan{\v c}ovi{\v c}ov{\'a} and Pavol Prokop}
}
@article {358,
	title = {EFFECTS OF FORMATIVE ASSESSMENT PROBES INTEGRATED IN EXTRA-CURRICULAR HANDS-ON SCIENCE: MIDDLE SCHOOL STUDENTS{\textquoteright} UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {243-258},
	abstract = {This study had three main purposes, to (a) determine students{\textquoteright} understanding of basic physics concepts, (b) analyze the science concepts and their connection to real-life context in science curricula and teaching materials, (c) evaluate effect of formative assessment probes on students{\textquoteright} understanding of selected key concepts. Subjects were 197, 8th grade students who had studied five basic physics concepts. To evaluate students{\textquoteright} understanding, a questionnaire consisting of formative assessment probes was administered with 4 multiple choice and 4 open-ended questions. Findings indicated that students had poor conceptual understanding of the concepts. Science curriculum, analyzed in terms of application to real-world contexts, indicated that textbooks included few practical explanations. In an intervention, one public school received formative assessment probes integrated with extra-curricular hands-on science instruction. Pre-post data showed significant increases in students{\textquoteright} understanding of basic physics concepts. Finding that these students significantly out-performed other groups implies: (a) the need to include students{\textquoteright} prior learning in instruction },
	keywords = {formative assessment, hands-on science instruction, real-world context, science concepts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.243},
	url = {http://oaji.net/articles/2015/987-1437063296.pdf},
	author = {Nermin Bulunuz and M{\i}zrap Bulunuz and Hanife Peker}
}
@article {369,
	title = {EFFECTS OF MEANINGFUL LEARNING ON CONCEPTUAL PERCEPTIONS RELATED TO {\textquotedblleft}FORCE AND MOTION{\textquotedblright}: AN EXPERIMENTAL STUDY FOR PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {394{\textendash}410 },
	abstract = {The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students{\textquoteright} conceptual perceptions related to {\textquotedblleft}Force and Motion{\textquotedblright} subject changed with meaningful learning. Pre-test -post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students{\textquoteright} results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include {\textquotedblleft}Action-Reaction Law{\textquotedblright}, {\textquotedblleft}Gravity{\textquotedblright}, and {\textquotedblleft}Pairs of Balanced Forces.{\textquotedblright} The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers{\textquoteright} conceptual perceptions related to force and motion concepts.},
	keywords = {force and motion concepts, meaningful learning, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.394 },
	url = {http://oaji.net/articles/2015/987-1437679406.pdf},
	author = {Murat  Demirba{\c s}}
}
@article {386,
	title = {THE EFFECTS OF MULTIMEDIA LEARNING MATERIAL ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT AND ATTITUDES TOWARDS SCIENCE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {608{\textendash}621 },
	abstract = {This study implemented multimedia learning material developed for the 5th grade science course topic "Food and Healthy Nutrition" and examined its effect on students{\textquoteright} academic achievement and science attitudes. The study used a control group, a pre-test-post-test quasi experimental research design, and a convenience sample consisting of 62 5th grade students. The research instruments were an achievement test and a science attitude scale. During the implementation process the experiment group learned using multimedia learning material and the control group learned with traditional methods. Data were analyzed using an independent-samples t test, a paired-samples t-test, and ANCOVA statistics. According to the findings there is a statically significant difference between post-test achievement scores of the experimental and control groups, with the experimental group scoring higher. Also there is a statically significant difference between students{\textquoteright} post-test scores in terms of gender, favoring females over males. In terms of science attitude there is also a significant difference between post-test scores of the experimental and control groups. In conclusion it may be said that multimedia learning promotes more effective learning in science education.},
	keywords = {healthy nutrition, Science Achievement, science attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.608},
	url = {http://oaji.net/articles/2017/987-1519324524.pdf},
	author = {Orhan Ercan}
}
@article {364,
	title = {THE EFFECTS OF SIMULATION-BASED AND MODEL-BASED EDUCATION ON THE TRANSFER OF TEACHING WITH REGARD TO MOON PHASES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {327{\textendash}338 },
	abstract = {Several researchers have investigated the knowledge of the causes of moon phases and how to promote the scientific understanding of these phases. However, these scholars did not determine whether this learning was transferred to the following education. The purpose of this study was to investigate the effectiveness of two different types of education on the transfer of learning with regard to astronomy content. No significant change in the understanding of the moon{\textquoteright}s phases was observed between the groups, but a significant change in the transfer scores of the groups was observed. This result could indicate that the education increased the participants{\textquoteright} understanding of moon phases and that the participants in the simulation group were able to more adequately transfer their knowledge. The alternative conceptions of the causes of the moon phases were transferred to the context of the earth{\textquoteright}s phases. In other words, alternative conceptions are transferred to new learning situations. Therefore, the alternative conceptions that the participants hold should be carefully observed when new learning is transferred.},
	keywords = {earth phases, Moon phases, pre-service teacher, simulations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.327},
	url = {http://oaji.net/articles/2015/987-1437678890.pdf},
	author = {Sedat U{\c c}ar}
}
@article {1120,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {146-148},
	abstract = {End page, Vol. 13, No. 1, 2014, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640789948.pdf},
	author = {Editorial Board}
}
@article {1114,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {436-440},
	abstract = {End page, Vol. 13, No. 3, 2014, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640621814.pdf},
	author = {Editorial Board}
}
@article {1117,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {289-292},
	abstract = {End page, Vol. 13, No. 2, JBSE, 2014},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2021/987-1640682053.pdf},
	author = {Editorial Board}
}
@article {1078,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {896-900},
	abstract = {End page, Vol. 13, No. 6, 2014, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632644330.pdf},
	author = {Editorial Board}
}
@article {1081,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Other},
	chapter = {756-760},
	abstract = {End page, Vol. 13, No. 5, 2014, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1632662894.pdf},
	author = {Editorial Board}
}
@article {1084,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {August/2014},
	pages = {Continuous},
	chapter = {583-588},
	abstract = {End page, Vol. 13, No. 4, 2014, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1633274138.pdf},
	author = {Editorial Board}
}
@article {405,
	title = {EVALUATING MEASUREMENT PROPERTIES OF ATTITUDINAL ITEMS RELATED TO LEARNING SCIENCE IN TAIWAN FROM TIMSS 2007},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {856{\textendash}869 },
	abstract = {In the recent empirical studies utilizing existing items and derived variables of international large-scale assessment (ILSA) data, the three major methodological deficiencies, including the use of a single item to define a construct, the statistical properties of ordinal data, and the fitness of the measurement structure for different scenarios, are examined. To overcome these issues, this study proposes an integrated approach to evaluating items and constructing derived variables in a given situation. Exploratory factor analysis, confirmatory factor analysis, and the item response model are utilized to evaluate student attitudinal items and derived variables from the Trends in International Mathematics and Science Study (TIMSS) 2007 Taiwanese data. The results suggest that the three-factor model composed of 12 items is optimal for the data, not the default factor structure in the database. The implications of evaluating items and creating derived variables from ILSA data for the education research community are also discussed.},
	keywords = {attitudinal items, education research community, factor analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.856},
	url = {http://oaji.net/articles/2015/987-1450982674.pdf},
	author = {Pey-Yan Liou}
}
@article {360,
	title = {EXAMINATION OF PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING LEVELS OF KEPLER{\textquoteright}S LAWS WITH RANKING TASK QUESTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {276-288},
	abstract = {The purpose of this study was to investigate pre-service science teachers{\textquoteright} understanding levels of Kepler{\textquoteright}s second and third laws. The participants of the study were 38 pre-service science teachers who attended introductory astronomy class in their teacher education program. The participants{\textquoteright} understandings of Kepler{\textquoteright}s laws were examined by their answers to ranking tasks, which required participants to rank the situations given in the question, and then to explain the reasons behind their answers. The findings showed that the participants{\textquoteright} understanding levels ranged from partial understanding with alternative conceptions to sound understanding. Moreover the number of the participants with partial understanding with alternative conceptions exceeded the participants with sound understanding. The participants{\textquoteright} explanations to ranking tasks also indicated that although participants knew the classic statements of Kepler{\textquoteright}s laws, they had also alternative conceptions. Five different alternative conceptions were identified from the participants{\textquoteright} explanations. Two of them have not been reported in previous studies.},
	keywords = {Kepler{\textquoteright}s laws, pre-service science teachers, understanding levels},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.276},
	url = {http://oaji.net/articles/2015/987-1437063463.pdf},
	author = {Derya {\c C}obano{\u g}lu Aktan and Emrah O{\u g}uzhan Din{\c c}er}
}
@article {406,
	title = {EXAMINING RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTIONS OF TEACHING AND LEARNING, SCIENTIFIC EPISTEMOLOGICAL BELIEFS AND SCIENCE TEACHING EFFICACY BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {870{\textendash}882 },
	abstract = {This study was conducted to examine the relationships among pre-service science teachers{\textquoteright} (PSTs{\textquoteright}) teaching and learning conceptions, scientific epistemological beliefs and science teaching efficacy beliefs. 310 Turkish PSTs from different regions of the country participated in the study. Three different instruments were validated by confirmatory factor analyses. Structural equation modeling analyses revealed that participants{\textquoteright} constructivist conceptions of teaching and learning promoted sophisticated science related epistemologies. Sophisticated epistemologies, to some extent, also contributed participants{\textquoteright} science teaching efficacy beliefs. Certain assumptions were not supported by the results which pointed out that curricular reform in teacher education system met expectations partly. Implications were presented considering the results.  
  
},
	keywords = {conceptions of learning and teaching, science teaching efficacy beliefs, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.870},
	url = {http://oaji.net/articles/2015/987-1450982726.pdf},
	author = {Eralp Bahcivan}
}
@article {353,
	title = {EXAMINING THE EXPERIENCES OF CAREER GUIDANCE, VOCATIONAL SELF-CONCEPT, AND SELF-PERCEIVED EMPLOYABILITY AMONG SCIENCE EDUCATION MAJORS IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {182-190},
	abstract = {This study aims to investigate the science education majors{\textquoteright} experiences of career guidance, vocational self-concept, and self-perceived employability, as well as the relationships among these variables in the Taiwanese context based on the developmental-contextual model of career development. Data were collected from a questionnaire survey of 614 science education majors in the selected Taiwanese universities. It was found that the science education majors{\textquoteright} experiences of career guidance directly and indirectly influenced their self-perceived employability vis-{\`a}-vis the effect on their vocational self-concept. The findings suggest that the science education departments of universities in Taiwan may provide sufficient and appropriate career guidance and vocational information for science education majors to promote their vocational self-concept and employability.},
	keywords = {career guidance, science education majors, self-perceived employability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.182},
	url = {http://oaji.net/articles/2015/987-1437062994.pdf},
	author = {Ya-Ling Wu and Yu-Lin Tsai and Cheng-Wu Chen}
}
@article {363,
	title = {EXPLORING PRE-SERVICE TEACHERS{\textquoteright} IDEAS ABOUT THE DIGESTIVE SYSTEM BY USING THE DRAWING METHOD},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {316{\textendash}326 },
	abstract = {In this study, it is aimed to identify science and technology pre-service teachers{\textquoteright} ideas about the digestive system by using the drawing method. The study was conducted with 95 third and fourth grade pre-service teachers studying at science and technology teacher education department. In the study, a drawing test and The Draw -A-Digestive System Test Rubric (DADST-R), which is developed by the researchers for the analysis of drawings, were used. The scores that science and technology pre-service teachers get from DADST-R are examined in terms of sub-dimensions and the dimension they are best at is found to be digestive system organs while the dimension they are having the most trouble with is establishing connections among digestive system organs. Based on these results, some suggestions were given with regards to the role of the digestive system in the education system.},
	keywords = {digestive system, drawing method, science and technology pre-service teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.316},
	url = {http://oaji.net/articles/2015/987-1437678830.pdf},
	author = {Fatma Sasmaz Oren and Ummuhan Ormanci}
}
@article {389,
	title = {FOSTERING STUDENT{\textquoteright}S CREATIVE AND PROBLEM-SOLVING SKILLS THROUGH A HANDS-ON ACTIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {650{\textendash}661 },
	abstract = {The purpose of this study is to investigate how a group of junior-high school pupils created a functional boat from scratch and resolved the problems encountered in a scientific project. The study was conducted using a qualitatively exploratory method. Data sources consist of artefacts, interviews, observations, and self-reflection reports. The study results reveal that the hands-on, trial-and-error experiential learning not only helped the pupils enhance their creative skills and problem-solving abilities, but also helped them realize the value of collaboration. Nevertheless, although they were able to make various shapes of boats using different materials, only half of the boats created were able to successfully complete the established course. It discloses that turning a model work into a functional piece demands a certain extent of scientific knowledge and skills associated with the tasks, in addition to creative skills. The students{\textquoteright} anticipation of the teacher{\textquoteright}s scaffolding to achieve the project goal was found to vary greatly among teams, indicating a dilemma of the teachers{\textquoteright} role in an open-form scientific project. How the created products were ranked in the project also raises concerns regarding setting up criteria to assess scientific artefacts. Suggestions for enhancing future implementations are provided. },
	keywords = {boat creation, collaborative learning, problem solving skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.650 },
	url = {http://oaji.net/articles/2015/987-1450981387.pdf},
	author = {Ruey-Shyy Shieh and Wheijen Chang}
}
@article {367,
	title = {IMPACT OF MULTIMEDIA ASSISTED TEACHING ON STUDENT ATTITUDES TO SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {361{\textendash}380 },
	abstract = {During the last decades, multimedia assisted teaching has expanded to all types and levels of schools. The authors dealt with a question whether there is a possibility through the application of multimedia teaching materials in the natural science school subjects to eliminate students{\textquoteright} negative attitudes to these subjects. To answer this question, a research was carried out in which the attention was paid to possibilities to eliminate students{\textquoteleft} negative attitudes to physics as the most unpopular school subject. The authors show how various aspects of students{\textquoteleft} opinion on physics can be changed due to the use of animations and interactive simulations of the physical phenomena in the teaching process. For the pedagogical intervention two kinds of multimedia teaching materials were used. The difference between them was in the level of their interactivity. Within the research students{\textquoteleft} attitudes to physics through the given explored aspects were assessed twice, once before the multimedia teaching material pedagogical intervention and the second time after it. As the research results show, although it is possible to certain rate to eliminate students{\textquoteleft} negative attitudes to physics, this possible elimination depends also on the level of the intractivity of the used multimedia teaching materials.},
	keywords = {change of the attitudes, multimedia assisted teaching, negative attitudes to school subjects, teaching physics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.361},
	url = {http://oaji.net/articles/2015/987-1437679232.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Martin B{\'\i}lek}
}
@article {370,
	title = {INTRODUCING SELF-REGULATED LEARNING INTO EARLY PHYSICS TEACHING IN SERBIA: DESIGN, INITIAL IMPLEMENTATION AND EVALUATION OF A MULTI-STAGE SEQUENCE OF HOMEWORK AND CLASSWORK},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {411{\textendash}424 },
	abstract = {Applied research, carried out to examine the possibility of improving students{\textquoteright} understanding of heat phenomena through multi-stage homework and teacher-supported classwork assignments, is described. These assignments, designed within the theoretical framework of self-regulated learning, enable students to overcome errors and doubts from the individual problem solving stage by peer interaction and teacher feedback and to reflect on individual and group learning experiences. They also promote the development of students{\textquoteright} self-efficacy, critical consideration of information and error detection, making individual and group learning processes more visible to students and teacher. This applied research was conducted in an intact grade VII primary school physics class in Serbia. Analysis shows significant progress in students{\textquoteright} understanding of the anomalous behavior of water and their ability to interpret a non-linear graph. The level of self-reflection outcomes depends mostly on the quality of teacher-supported group classwork. It is noted that students should improve expressive and critical thinking abilities.},
	keywords = {graph reading in school physics, home physics experiments, inquiry-based homework, textbook error detection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.411},
	url = {http://oaji.net/articles/2015/987-1437679495.pdf},
	author = {Jelena Radovanovi{\'c} and Josip Sli{\v s}ko}
}
@article {351,
	title = {INVESTIGATING GRADE 10 LEARNERS{\textquoteright} ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {155-164},
	abstract = {Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners{\textquoteright} achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners{\textquoteright} attitudes towards Life Sciences. },
	keywords = {achievement, conceptual change, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.155},
	url = {http://oaji.net/articles/2015/987-1437062876.pdf},
	author = {Benedict Tlala and Israel Kibirige and Joseph Osodo}
}
@article {392,
	title = {LEARNERS{\textquoteright} VIEWS ABOUT USING CASE STUDY TEACHING METHOD IN AN UNDERGRADUATE LEVEL ANALYTICAL CHEMISTRY COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {695{\textendash}708 },
	abstract = {This study presents pre-service science teachers{\textquoteright} views about implementing a case study and which skills they improved as a result of using the method. Sixteen participants in a chemistry class were the subjects in the 2013 summer school term. In the teaching about the properties of chromium, students watched selected parts of the movie Erin Brockovich in four sections. Each part of the movie was followed with a question, and students were then given about 15-20 minutes to find out the answer to the question by using Internet-based resources in the classroom environment. Qualitative data were collected by having participants respond in writing to open-ended questions and through semi-structured interviews. Overall, students{\textquoteright} reactions to the method were positive. The results showed that students found it to be an effective instructional method, despite having some difficulties with the expectations of the method and this method has provided many benefits for pre-service teachers.},
	keywords = {case study, chemistry education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.695},
	url = {http://oaji.net/articles/2015/987-1450981584.pdf},
	author = {Zehra Ozdilek}
}
@article {407,
	title = {OBSTACLES MODELLING REALITY: TWO EXPLORATORY STUDIES ON PHYSICS DEFINED AND UNDEFINED PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {883{\textendash}895 },
	abstract = {One important skill to be developed in future physicists is modelling reality using physics. Problem-solving is the activity most used to teach, learn and assess physics skills at the university level. However, most of the problems habitually used in physics subjects seem not to encourage developing this skill. Two empirical exploratory studies were conducted. Educational materials were analysed to contrast the hypothesis asserting that most of the academic problems would not help students to develop the modelling skills. Secondly, with the proposed {\textquoteleft}Physics Problem Understanding Model{\textquoteright}, two kinds of experimental problems were elaborated. A small group of experts solved the experimental problems in an interview. The hypothesis stated that there would be evident differences between skills associated with the solving procedures of each type of experimental problem. Results served to contrast the cognitive model proposed for sufficiency and supported the hypotheses even though further studies are needed to obtain external validity.},
	keywords = {cognitive model, modelling skills, problem statements, university level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.883},
	url = {http://oaji.net/articles/2015/987-1450982799.pdf},
	author = {Mar{\'\i}a Elena Truyol and Vicente Sanjos{\'e} and Zulma Gangoso}
}
@article {339,
	title = {OWNERSHIP AMONG SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {Science education is continuously changing in terms of goals, curricula and teaching methods. Such changes stem from major educational reforms and the development of new theoretical concepts related to science teaching. It has been long emphasised that the implementation of these changes in schools depends on the teachers, who need to identify with and support the innovations which are to be introduced, and to feel that change is necessary. An active involvement of teachers in the process of designing, developing and implementing innovation is one of the indicators of a sense of "ownership", which in this case can be understood as identifying with the innovation, feeling as if one is its owner. This psychological state can be achieved thanks to teachers{\textquoteright} investment in the innovation, and has the potential to reduce resistance and create a better climate for change. Ownership can have a considerable impact on teachers{\textquoteright} involvement in further changes, if they notice that innovation has a positive influence on the effects of their work. Ownership also has a beneficial impact on their working environment, motivating other teachers to implement the desired change and thus helping spread the change throughout the teacher community. That is why teachers{\textquoteright} ownership is often discussed together with sensemaking and agency, which influence teachers{\textquoteright} attitude towards innovation. The issue of developing a sense of ownership is not limited to teachers, as in today{\textquoteright}s world many professions require constant adjustment to change, and personal involvement in introducing innovation is often necessary for being efficient and successful at work. },
	keywords = {educational reforms, science education, sense of ownership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.04},
	url = {http://oaji.net/articles/2015/987-1437061913.pdf},
	author = {Ryszard M. Janiuk}
}
@article {398,
	title = {PEER INSTRUCTION IN THE PHYSICS CLASSROOM: EFFECTS ON GENDER DIFFERENCE PERFORMANCE, CONCEPTUAL LEARNING, AND PROBLEM SOLVING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {776{\textendash}788 },
	abstract = {The purpose of this study was to examine the effects of peer instruction (PI) on performance, gender gap, conceptual learning and problem solving in physics. The students enrolled in two sections of a physics course were selected; one section was treatment group (TG) and the other section was control group (CG). 42 students in TG were instructed with PI whereas 56 students in CG were instructed with conventional instruction. Data were collected using Force Concept Inventory, final examination problems, and students{\textquoteright} opinions about the instruction. The results indicated that PI had more positive effect on students{\textquoteright} conceptual learning and problem solving than conventional instruction. The conceptual learning with PI did not show any statistically significant difference between female and male students in TG. However, the quantitative problem solving performance after PI revealed that male students performed better than female students. The female and male students{\textquoteright} conceptual learning and problem solving performance did not change noticeably in CG. The students in TG also changed their perspective on solving a problem and understanding a concept. They found the method helpful to connect the quantitative solution with related concepts. },
	keywords = {conceptual learning, physics education, Problem Solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.776},
	url = {http://oaji.net/articles/2015/987-1450982219.pdf},
	author = {Tolga   Gok}
}
@article {394,
	title = {PRIMARY SCHOOL CHILDREN{\textquoteright}S IDEAS OF MIXING AND OF HEAT AS EXPRESSED IN A CLASSROOM SETTING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {726{\textendash}739 },
	abstract = {This study investigates primary school children{\textquoteright}s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children{\textquoteright}s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children{\textquoteright}s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children{\textquoteright}s ideas through a combination of data collection techniques in a classroom setting are reflected upon.},
	keywords = {children{\textquoteright}s ideas, classroom setting, primary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.726 },
	url = {http://oaji.net/articles/2015/987-1450981715.pdf},
	author = {Jesper Haglund and Fredrik Jeppsson and Johanna Andersson}
}
@article {344,
	title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} USE OF MULTIPLE REPRESENTATIONS FOR SOLVING THE IMAGE FORMATION PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {59-74},
	abstract = {The aim of this research is to determine the role of multiple representations such as problem picture, ray diagram, and equation used by the students in solution of the image projection problems. The study is performed by the survey method. The participants of this study were prospective physics teachers of a faculty of education from a state university in Turkey. Fifty-three teacher candidates solved open-ended questions and 20 of them were also interviewed. The results have shown that the students used two different types of solution method; in solution 1, they used the solution method where {\textquotedblleft}problem pictures, mirror/lens equations and ray diagrams{\textquotedblright} are used, and in solution 2, they used the solution method where {\textquotedblleft}problem pictures and mirror/lens equations{\textquotedblright} are used. The results show that students mostly prefer the second solution method, however, the students who prefer the first solution method are more successful than them. Also, it is found that the students have various alternative ideas about the usage of these multiple representations. The reasons of these alternative ideas are discussed at the end of the study. },
	keywords = {alternative ideas, image formation, multiple representations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.59},
	url = {http://oaji.net/articles/2015/987-1437062236.pdf},
	author = {Serap Kaya {\c S}eng{\"o}ren}
}
@article {347,
	title = {PROSPECTIVE TEACHERS{\textquoteright} MISCONCEPTIONS ABOUT CLASSIFICATION OF PLANTS AND CHANGES IN THEIR MISCONCEPTIONS DURING PRE-SERVICE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {105-117},
	abstract = {This study reported herein aimed to reveal prospective teachers{\textquoteright} misconceptions about classification of plants and the effect of pre-service education program on their correct conceptions of this biological issue. Prospective teachers majoring in Elementary School Classroom Teacher Education constituted the target population of this study during the fall semester of the 2012-2013 academic years from Turkey. In order to reveal the difference between the misconceptions of prospective teachers who are at the beginning and at the end of their university education, the research was conducted as a cross-sectional study (78 first and 84 fourth class). The results showed that the prospective teachers in both groups have misconceptions and considerable confusion over the concepts of without-seed plants, seedy plants, vascular plants, non-vascular plants, gymnosperm plants, angiosperm plants, fruit and vegetable. In addition, the pre-service education did not seem to have an important effect on correction of prospective teachers{\textquoteright} misconceptions about classification of plants. In this context, prospective teachers are graduated with misconceptions about classification of plants. },
	keywords = {classification of plants, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.105},
	url = {http://oaji.net/articles/2015/987-1437062464.pdf},
	author = {Selami Yangin and Sabri Sidekli and Yasin Gokbulut}
}
@article {348,
	title = {PUPILS{\textquoteright} EARLY EXPLORATIONS OF THERMOIMAGING TO INTERPRET HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {118-132},
	abstract = {In thermodynamics teaching, pupils have been found to confuse temperature and heat, and to conceive touch as an infallible thermometer. This study explored the potential of combining the sense of touch with infrared (IR) thermal imaging on pupils{\textquoteright} understanding of heat and temperature. Eight 7th-grade pupils (12-13 years old) worked in pairs across three laboratory exercises (real-time IR imaging, static IR images, or thermometers) to predict, observe and explain (POE) the temperatures of different objects. An anomaly between perceived {\textquoteleft}coldness{\textquoteright} and measured temperature was induced among the pupils, but they did not manage to resolve this cognitive conflict. The pupils observed the objects getting warmer and increasing in temperature, but did not explain the experiments as involving a heat flow from their bodies to the objects. Successful explanation might require a combination of thermal imaging and the explicit introduction of a simple heat-flow model.},
	keywords = {multisensory experience, predict-observe-explain (POE), thermal imaging},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.118},
	url = {http://oaji.net/articles/2015/987-1437062546.pdf},
	author = {Konrad Sch{\"o}nborn and Jesper Haglund and Charles Xie}
}
@article {355,
	title = {THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS{\textquoteright} PHYSICS ANXIETY AND DEMOGRAPHIC VARIABLES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {201-215},
	abstract = {The purpose of this study was to investigate the relationship between pre-service teachers{\textquoteright} physics anxiety and gender, grade point average (GPA), major of study, and high school type they graduated. The sample consisted of 849 pre-service teachers of different majors. Data were collected, using the Physics Anxiety Rating Scale (PARS) at the beginning of the semester. Post-semester data were obtained from 175 pre-service teachers who were included in the pre-semester data. Results revealed gender difference in physics anxiety. Females scored higher on the PARS and its factors than males. It was found that students with medium GPA scored lower on the whole anxiety scale than students with low and high GPA. Pre-service primary teachers scored higher on the PARS than all other majors. High school type had an effect on physics anxiety, vocational high school graduates being the highest physics anxious of all. One semester of traditional physics instruction did not seem to have a significant influence on students{\textquoteright} physics anxiety. Implications of the results were discussed for instructional purposes and future studies.},
	keywords = {physics anxiety rating scale, science anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.201},
	url = {http://oaji.net/articles/2015/987-1437063120.pdf},
	author = {Mehmet {\c S}ahin}
}
@article {368,
	title = {RESEARCH ON THE PSEUDO-SCIENTIFIC BELIEFS OF PRE-SERVICE SCIENCE TEACHERS: A SAMPLE FROM ASTRONOMY-ASTROLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {381{\textendash}393 },
	abstract = {The purpose of this study was to determine perceptions embraced by preservice science teachers on astrology, which is defined as a pseudo-science. It also aimed to reflect their abilities to distinguish between science and pseudo-science through the examples of astronomy {\textendash} astrology. Twenty-nine grade 4 preservice teachers studying Science Education participated in the study. Among the qualitative research patterns, the phenomenological approach was used for the study. Data were collected through an open-ended question form, group discussion records, and research assignments, while individual interviews were conducted where necessary. Open coding was used for the evaluation of the data, and the validity of the study was obtained through verifications of preservice teachers on themes and theories during the interviews. The findings of the study showed that a vast majority of preservice teachers perceived astrology as a field of science or a subfield of astronomy. Quite a few preservice teachers expressed that astrology was a nonscientific field and that knowledge obtained through astrology could not be considered as scientific knowledge.},
	keywords = {astrology, astronomy, pre-service science teachers, pseudo-science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.381},
	url = {http://oaji.net/articles/2015/987-1437679352.pdf},
	author = {Aysun Oztuna Kaplan}
}
@article {342,
	title = {THE ROLE OF COGNITIVE SCRIPTS IN THE ORGANIZATION OF CAMPUS TOURS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {32-45},
	abstract = {The aim of off-campus educational activity guides are to expand the knowledge of participants; however, visitors often rate tours according to the quality of their experience, rather than by what they have learned. Thus, ensuring that visitors are engaged requires that tour guides be able to identify the needs and expectations of visitors. This study sought to contextualize campus tours using four dramaturgical elements: {\textquotedblleft}Actors{\textquotedblright} (tour guides), "audience{\textquotedblright} (visitors); {\textquotedblleft}setting{\textquotedblright} (campus); {\textquotedblleft}performance{\textquotedblright} (the tour). Dramaturgy and cognitive scripts were combined to form the research basis of this study. Free association models were employed to rank the sites subjects most wish to visit and service blueprints were used to illustrate how campus tour services should be organized and delivered. This study provides a comprehensive analysis of the processes used to decipher complex service encounters as well as concrete examples of their application.},
	keywords = {cognitive script, field trip, informal education, tour guide},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.33},
	url = {http://oaji.net/articles/2015/987-1437062143.pdf},
	author = {Wen-Wei Chiang and Feng-Hsien Tu and Chia-Ju Liu}
}
@article {341,
	title = {THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS{\textquoteright} TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-31},
	abstract = {Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students{\textquoteright} transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students{\textquoteright} general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students{\textquoteright} general inquiry knowledge, and these are related with the level of transformative inquiry skills.},
	keywords = {computer-supported inquiry learning, general inquiry knowledge, transformative and regulative inquiry processes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.19},
	url = {http://oaji.net/articles/2015/987-1437062082.pdf},
	author = {Mario M{\"a}eots and Margus Pedaste}
}
@article {352,
	title = {A SCALE DEVELOPMENT STUDY FOR IDENTIFYING THE LEVELS OF KNOWLEDGE, PERCEPTION AND AWARENESS OF CHEMICAL HAZARD SYMBOLS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {165-181},
	abstract = {The purpose of this study was to develop a scale to identify the levels of knowledge, perception and awareness of chemical hazard symbols of participants from a variety of backgrounds and ranging in age from 12 years to 40 and over. Experts were consulted for the contextual and the language validity of each item on the scale. In line with the opinions of the experts, the scale, consisting of a total of 25 items distributed under four sections, was applied to 462 participants of all age groups, so as to calculate the discrimination and difficulty indexes. In order to decide whether the third section of the scale is one-dimensional or two-dimensional, data obtained from the 13 multiple-choice questions constituting this section were examined using confirmatory factor analysis. Afterwards the items constituting the second and the third sections of the scale were tested in terms of their reliability. Finally, a useful scale of 24 items in four sections was prepared with tested validity and reliability. },
	keywords = {confirmatory factor analysis, hazard symbols, Reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.165},
	url = {http://oaji.net/articles/2015/987-1437062933.pdf},
	author = {Cemal Tosun}
}
@article {384,
	title = {SCIENCE AND COMMUNICATION: HOW TO TRANSFER KNOWLEDGE?},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {592{\textendash}595},
	abstract = {A couple of months ago I came back to the University after vacations: well rested, full of ideas and having strong desire to tell the students everything I knew about my {\textquotedblleft}beloved{\textquotedblright} organic chemistry. The counterpart was even better (in all the cases they were younger: {\textquotedblleft}cela se passe de commentaries{\textquotedblright}): a large majority of the students are smart, attractive, and well put together. Just seemed to be the best time and place for effective teaching-learning (as we like to say in articles) process. As usual, I had a joy during the first lecture (feeling happy of touching once more I liked so much and engaging in my own understanding of the subject) and after the first seminar where students followed generally the logics and the way of professor thinking. However, a few days later during the classes followed by the romantic period of our acquaintance I faced the problem: the students barely understood some very easy things. Not because they didn{\textquoteright}t know, not because they were lazy, vs they could understand the more difficult things (I work at Medical University with the highest students{\textquoteright} percentile). They couldn{\textquoteright}t understand very simple things because sometimes we were speaking in different languages. To some extent and in some cases, it{\textquoteright}s a problem of interlingual interference of the mother tongue (Chittima Kaweera, 2013): one third of my students are overseas and we need to communicate in international languages like English or Russian. But misunderstanding is taking place for communication even with native speakers: and the problems are basically the same we face with foreigners. I thought about the phenomenon for years, tried to explore the problem empirically and now I{\textquoteright}m convinced {\textendash} communication is a very complex process which consists of many subunits and some of them are within the formal command of Lexis and Grammar, without taking into account, the Context.},
	keywords = {problem of communication, teaching foreign students, understanding of semantics, visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.592},
	url = {http://oaji.net/articles/2015/987-1450980809.pdf},
	author = {Todar Lakhvich}
}
@article {361,
	title = {SCIENTIFIC PRACTICES AS CULTURAL ACTIVITIES: A CHALLENGE AND AN OPPORTUNITY FOR EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {296{\textendash}297 },
	abstract = {During the 20th century, the sciences have been considered as disciplines that are significantly distinct from the humanities, C.P. Snows term of the {\textquotedblleft}two cultures{\textquotedblright} has become the key word for this development. However, recent science studies produced arguments for the thesis that sciences are also a cultural activity. As a consequence, science and the related practices become time dependent {\textendash} what was an accepted scientific practice in a particular period would not meet the standards of another period. Understanding science as a cultural activity poses several challenges to educators, but offers also opportunities. One approach that meets these opportunities is the implementation of the history of science in science education. In the following, two specific approaches in this respect will be discussed: storytelling and the reenactment of historical experiments.},
	keywords = {cultural activity, history of science, nature of science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.296},
	url = {http://oaji.net/articles/2015/987-1437678627.pdf},
	author = {Peter Heering}
}
@article {396,
	title = {SCIENTIFIC THINKING: THE BACKBONE OF MODERN SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Editorial},
	chapter = {764{\textendash}766 },
	abstract = {Science and Technology Education (STE) along with Artistic and Pragmatic Education today is continuously and fast developing branch of education to satisfy actual needs of modern life. It follows the development of scientific research of real life phenomena and implementation of corresponding results in practice. In other words, changes within our life are closely connected with corresponding changes in our education, because educational activities of any person as well as society in total mean specially organized gaining of life experience (knowledge, values, skills) for life (cognition, consideration, behaviour). },
	keywords = {applied scientific research, educational activities, life experience, pragmatic education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.764},
	url = {http://oaji.net/articles/2015/987-1450982095.pdf},
	author = {Andris Broks}
}
@article {388,
	title = {A STUDY OF THE IMPACT OF HORTICULTURAL ACTIVITIES ON PRIMARY SCHOOL CHILDREN{\textquoteright}S SELF-CONCEPT, WELL-BEING AND EFFECTIVENESS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {637{\textendash}649 },
	abstract = {This study adopts both quantitative and qualitative methods. There are 23 subjects in the experimental group and the control group. The experimental group received the {\textquotedblleft}Green Giant Growth Group{\textquotedblright} test once a week for a total of 7 times. The measurement tools were scale of self-concept, Chinese well-being and horticultural effectiveness. With respect to data analysis, the researcher adopted descriptive statistics and analysis of covariance. Feedback and interviews were included in the qualitative analysis. According to the findings of this study, horticultural activities can enhance students{\textquoteright} self-concept, sense of control, self-satisfaction, sense of achievement and social skills. Based on the results of interviews, by participating in horticultural activities, students increase their interpersonal relationship skills. Their behaviors match social norms, and they are more responsible, open-minded and peaceful. In line with previous research findings, this study proposes suggestions for future researchers to apply horticultural activities in education or guidance. },
	keywords = {horticultural activities, horticultural effectiveness, horticultural therapy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.637},
	url = {http://oaji.net/articles/2015/987-1450981317.pdf},
	author = {Mei-Lun Chen and Shi-Jer Lou and Wei-Fang Tsai and Chih-Cheng Tsai}
}
@article {385,
	title = {SURVEY OF HIGH SCHOOL STUDENTS{\textquoteright} UNDERSTANDING OF OXIDATION-REDUCTION REACTION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {596{\textendash}607 },
	abstract = {This study investigated the conceptions of 340 Taiwanese high school students (grades 10 to 12) regarding oxidation{\textendash}reduction reactions. The diagnostic tool used was a two-tier test based on a concept map of redox reactions as presented in high school curriculums. The reliability of the two-tier test items was 0.82. The results show that most 11th graders performed equally well in questions related to the concept of the gain and loss of electrons during oxidation{\textendash}reduction. In terms of working with oxidation numbers, scores increased with grade level. The results of this study provide valuable reference for curriculum designers and science instructors. },
	keywords = {concept map, diagnostic tool, oxidation{\textendash}reduction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.596 },
	url = {http://oaji.net/articles/2015/987-1450980905.pdf},
	author = {Wen-Wei Chiang and Mei-Hung Chiu and Shiao-Lan Chung and Chun-Keng Liu}
}
@article {391,
	title = {TEACHER EDUCATORS{\textquoteright} VIEWS OF {\textquotedblleft}MODEL{\textquotedblright} CONCEPT AND THEIR MENTAL MODELS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {674{\textendash}694 },
	abstract = {The aim of this study is to reveal teacher educators{\textquoteright} views of model and also to determine their mental models about it. Phenomenographic research design has been carried out in this study. The sample of study consists of 14 teacher educators from education faculties of different universities in Turkey. Semi-structured interviews that consisted of 7 questions were used to collect data. Besides, sample was asked draw a concept map on {\textquotedblleft}model{\textquotedblright} in the last interview question. Results have shown that teacher educators give similar responses including unqualified explanations to the interview questions related to the definition of model, characteristics of them, and the objectives of using models. It can also be asserted, that teacher educators do not have scientific understanding on the modeling process. The analyses of their responses to the interview questions and their concept maps have shown that most of the teacher educators in the sample have proximate or goal oriented mental models of the {\textquotedblleft}model{\textquotedblright}. Considering the results, it is suggested that teacher educators should not only follow the new theories, methods, or the applications in related literature theoretically, but also employ different theories, methods, or applications such as models and modeling in their courses.},
	keywords = {mental model, models and modeling, teacher educators},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.674 },
	url = {http://oaji.net/articles/2015/987-1450981530.pdf},
	author = {Suat Unal and Gunay Pal{\i}c Sadoglu and Ummu Gulsum Durukan}
}
@article {365,
	title = {TEACHING NATURE OF SCIENCE THROUGH CONCEPTUAL CHANGE APPROACH: CONCEPTUAL CHANGE TEXTS AND CONCEPT CARTOONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {339{\textendash}350 },
	abstract = {The study investigated the influence of conceptual change approach on elementary students{\textquoteright} views of certain aspects of nature of science (NOS). In this study, conditions of conceptual change were provided through the use of conceptual change texts and concept cartoons. In addition, this study compared the influence of the conceptual change approach to that of the explicit reflective inquiry-oriented and implicit instructional approaches in the teaching of NOS. The research was conducted with seventh-grade students (aged 12-13 years) at a school in Turkey{\textquoteright}s Aegean region. A total of 69 students participated in the study. The students{\textquoteright} views of NOS were assessed using a questionnaire, (the Views of Nature of Science Elementary Level Scale) as pre-test and post-test in conjunction with data from semi-structured interviews. This study reveals that the best way to remedy the na{\"\i}ve views of students on NOS is a conceptual change framework.},
	keywords = {concept cartoon, explicit reflective approach, implicit approach, nature of science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.339},
	url = {http://oaji.net/articles/2015/987-1437678975.pdf},
	author = {Emine {\c C}il}
}
@article {356,
	title = {TURKISH TEACHERS{\textquoteright} OPINIONS ABOUT SCIENCE-TECHNOLOGY-SOCIETY-ENVIRONMENT ACQUISITIONS IN SCIENCE AND TECHNOLOGY COURSE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {216-230},
	abstract = {The purpose of this study is to examine teacher opinions about science-technology-society-environment (STSE) acquisitions in Turkish Science and Technology Course Curriculum (TSTC). For this purpose, semi-structured interviews were performed with teachers. The participants were addressed questions about their awareness of STSE acquisitions and their in-class activity about these acquisitions. Learning fields of the teachers, the contents of these fields and the opinions of the teachers about STSE pointed out that their awareness level about STSE acquisitions was low. On the other hand, most of the teachers stated that there was enough and comprehensible information about STSE acquisitions in TSTC. The results of this study revealed that most of the teachers were not able to realize these acquisitions in the courses because of a lack of time or equipment and overcrowded classes. },
	keywords = {science and technology course curriculum, science-technology-society-environment acquisitions, teacher opinions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.213},
	url = {http://oaji.net/articles/2015/987-1437063174.pdf},
	author = {Dilek Erduran Avci and Nazmiye Sadiye Onal and Muhammet Usak}
}
@article {343,
	title = {UNDERSTANDINGS OF ADVANCED STUDENTS ON NATURE OF SCIENCE AND THEIR MOTIVATIONAL STATUS TO LEARN NATURE OF SCIENCE: A TURKISH CASE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {46-58},
	abstract = {In this study, the purpose is to describe advanced students{\textquoteright} motivational status to learn Nature of Science (NOS) and their understandings on NOS by using Ranking Questionnaire for {\textquotedblleft}interest{\textquotedblright} and {\textquotedblleft}importance{\textquotedblright} and modified version of Views on Nature of Science Questionnaire. The results indicated that the participants did not see NOS as an important subject compared to mathematics, science and social science subjects. Moreover, the participants were more interested in mathematics and science subjects than in NOS subject. The results on NOS understandings also showed that the participants were transitional in terms of {\textquotedblleft}evidence and observation based science{\textquotedblright} and {\textquotedblleft}subjectivity{\textquotedblright} while they had informed understandings on {\textquotedblleft}place of imagination and creativity in science{\textquotedblright}. They were also na{\"\i}ve in terms of {\textquotedblleft}existence of one method in science{\textquotedblright}, {\textquotedblleft}no hierarchy between theory and law{\textquotedblright}, {\textquotedblleft}tentativeness{\textquotedblright} and {\textquotedblleft}difference between observation and inference{\textquotedblright}. The results explained an important motivational problem to implement any NOS teaching methods to change misunderstandings.},
	keywords = {advanced high school students, nature of science, school subjects},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.46},
	url = {http://oaji.net/articles/2015/987-1437062195.pdf},
	author = {Mustafa Serdar K{\"o}ksal and Canan Tun{\c c} {\c S}ahin}
}
@article {387,
	title = {UNIVERSITY STUDENTS{\textquoteright} CONCEPTIONS OF THE RELATIONSHIP BETWEEN MATHEMATICS AND PHYSICS AND THE RELATIONSHIP BETWEEN MATHEMATICS AND PHYSICS LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {622{\textendash}636 },
	abstract = {The present study identified university students{\textquoteright} conceptions of mathematics and physics as well as students{\textquoteright} conceptions of mathematics and physics learning. Furthermore, the study elicited university students{\textquoteright} conceptions of the relationship between mathematics and physics and the relationship between mathematics and physics learning. As a final, the study compared university students{\textquoteright} conceptions of mathematics and physics as well as students{\textquoteright} conceptions of mathematics and physics learning. A purposeful sample of university students (pre-service elementary science and mathematics teachers) who had taken required mathematics and physics courses participated in the study. Open-ended questionnaires and interviews were used to collect data. The analysis found that most students believed that mathematics was closely related to physics and that it was difficult to succeed in physics without understanding mathematics. In addition, more students exhibited coherent conceptions of physics and higher-level conceptions of physics learning compared to the number of the students with coherent conceptions of mathematics and higher-level conceptions of mathematics learning. How the nature of the disciplines of mathematics and physics affects the development of student conceptions is discussed.},
	keywords = {conceptions of learning, physics learning, qualitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.622},
	url = {http://oaji.net/articles/2015/987-1450981223.pdf},
	author = {Serkan Kapucu}
}
@article {390,
	title = {USING CONCEPT MAPPING FOR ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {662{\textendash}673 },
	abstract = {Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students{\textquoteright} conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method. },
	keywords = {concept acquisition, concept mapping, paper-based instruction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.662},
	url = {http://oaji.net/articles/2015/987-1450981453.pdf},
	author = {Katrin Soika and Priit   Reiska}
}
@article {345,
	title = {THE VIRTUAL SCIENCE TEACHER AS A HYBRID SYSTEM: COGNITIVE SCIENCE HAND IN HAND WITH CYBERNETIC PEDAGOGY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {75-90},
	abstract = {The findings of cybernetic pedagogy and didactics developed in the 1970s, which were in those times limited due to poor technological capabilities, are taken as a starting point in this research. A revised version of cybernetic pedagogy is proposed and is used to develop the hybrid cognitive model presented. It is not based purely on the symbolic notation of the teaching algorithm alone, as done in the past, but also on the connectionist model of our cognition, which draws on the brain{\textquoteright}s characteristics and their physiological and functional structure, such as parallel data processing, content associative memory and divided presentations. The learning process algorithm can be, on the basis of this idea, re-defined as a hybrid cognitive model, i.e. a combination of a symbol system and a neural network, and named mRKP. The article concludes that an intelligent artificial tutor can independently, i.e. without the need for reprogramming, accommodate the learning process to the needs and possibilities of an individual student if it uses mRKP as its basis, and can eventually replace a human tutor in some situations, but a human teacher must decide where and when it should be used.  
  
},
	keywords = {cybernetic pedagogy, e-learning material, learning algorithm},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.75},
	url = {http://oaji.net/articles/2015/987-1437062280.pdf},
	author = {Boris Aber{\v s}ek and Bojan Borstner and Janez Bregant}
}
@article {403,
	title = {YOUNG CHILDREN{\textquoteright}S IDEAS ABOUT SNAIL INTERNAL ANATOMY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {828{\textendash}838 },
	abstract = {Drawings can serve as a useful tool for analyzing children{\textquoteright}s understanding of scientific phenomena. This study examined children{\textquoteright}s understandings about internal structure of the snail. Children from kindergarten at age 5 and from primary school of age 7 and 10, were asked to draw their concept about the internal structure of the snail. The results demonstrate the alternative conceptions held by the children. Analysis showed some significant differences in interpretation between both age groups and gender. Age related differences were in understanding of nervous, circulatory, muscle and digestive system, and such features as food, bones and mucus. Gender differences were not so significant at present studies. There were only few statistically significant observations concerning gender, that boys more often than girls consider mucus and other organisms (such as bacteria) as a part of snail internal structure. The girls drew more in the category food (7 years old) and bones (10 years old). The results also revealed ideas which made sense to the learner, but are not biologically accurate, such as organs located in the foot. },
	keywords = {alternative conceptions, Mental Models, scientific phenomena},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.828},
	url = {http://oaji.net/articles/2015/987-1450982532.pdf},
	author = {Eliza Rybska and Sue Dale Tunnicliffe and Zofia Anna Sajkowska}
}
@article {285,
	title = {THE ACHIEVEMENT GOAL ORIENTATION OF DISADVANTAGED PHYSICAL SCIENCES STUDENTS FROM SOUTH AFRICA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {139-151 },
	abstract = {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.},
	keywords = {achievement goal orientation, mastery goal, Performance goal, science learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.139},
	url = {http://oaji.net/articles/2015/987-1425758421.pdf},
	author = {Umesh Ramnarain}
}
@article {337,
	title = {THE ALTERNATIVE CONCEPTIONS OF PRE-SERVICE TEACHERS CONCERNING THE STATUS OF ORGANELLES DURING CELL DIVISION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {813-828},
	abstract = {The aim of this study was to identify pre-service teachers{\textquoteright} alternative conceptions concerning the status of organelles during cell division. A total of 212 pre-service teachers participated in the study. Data were collected by asking open-ended questions of all pre-service teachers, and semi-structured interviews were conducted with 12 participants. Data were analyzed by coding data segments within 11 categories. Categories were tabulated and interpreted by including sample data sections about the codes. 
 The results indicated that there were some students who explained that no organelle dissolved or disappeared and no change occurred in any organelles during cell division besides pre-service teachers who said that all organelles dissolved and disappeared during cell division. In addition, a few pre-service teachers thought that while some organelles dissolved and disappeared, others did not. It was understood that those pre-service teachers were confused about which structures and organelles disappeared and which ones continued their existence, and they had various alternative conceptions. Moreover, pre-service teachers had alternative conceptions regarding the status of organelles particularly about structures such as chromosome, centrosome, DNA, and RNA. },
	keywords = {alternative conceptions, cell division, organelles, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.813},
	url = {http://oaji.net/articles/2015/987-1425811690.pdf},
	author = {Mehmet   Yak{\i}{\c s}an}
}
@article {373,
	title = {ARE STORKS HOMOSEXUALS? PERSISTENCE OF MISCONCEPTIONS AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {448{\textendash}457 },
	abstract = {The misconceptions about different scientific phenomena are persisting from childhood till adulthood and no method managed to transform it into the correct form. The study is focused on finding out the misconceptions about common facts of zoology and also human body. The respondents were 112 university students. Among these respondents were 22 science major students and the rest of the respondents were non-science majors. The number of females was 82. All respondents are potentially future teachers at elementary schools, so there is a great chance/ possibility they will teach pupils and present them the kinds of information which are investigated in this study. Research tool contained 7 items, most of them were from the field of zoology and one from the field of human anatomy. Obtained data were analysed by the proportional ratio of correct and incorrect answers and the chi-square test was used for the determination of differences between groups of variables gender and field of study. There was not found a significant difference between males and females and science major students often answered some items more. There were found many misconceptions about common facts of zoology and human body. },
	keywords = {human body, misconceptions, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.448},
	url = {http://oaji.net/articles/2015/987-1447523229.pdf},
	author = {Milan Kubiatko and Kristyna Balatova}
}
@article {315,
	title = {ASSESSING THE RELATIONSHIP BETWEEN LEARNING STRATEGIES AND SCIENCE ACHIEVEMENT AT THE PRIMARY SCHOOL LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {525-534 },
	abstract = { 
The use of self-regulated learning strategies tend to have an impact on student learning and achievement; however, the nature of this relationship for primary science achievement needs further investigation. The purpose of this study was to examine the relationship between learning strategies used by primary students and their science achievement. The use of learning strategies was measured by the 50-item modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and the science achievement was measured by a test compiled from the released TIMSS items. Bivariate correlation analysis results showed that among the nine learning strategies that were investigated, seven of them were significantly associated with the science achievement. There were no correlations between peer learning and help seeking and achievement. Multiple regression analysis results showed that among the seven strategies, effort regulation, metacognitive self-regulation and critical thinking significantly contributed to the science achievement. Results and implications for instruction were discussed.},
	keywords = {Motivated Strategies for Learning Questionnaire, primary science, self-regulated learning, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.525},
	url = {http://oaji.net/articles/2015/987-1425809609.pdf},
	author = {Sibel   Kaya and Zeynel   Kablan}
}
@article {294,
	title = {COGITO ERGO SUM HOMOMACHINE?},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Editorial},
	chapter = {268-270 },
	abstract = {When European Union (EU) heads of state and government met at a summit in Lisbon in 2000 (Lisbon declaration, 2000), they set the goal of making Europe {\textquoteright}the most competitive and dynamic knowledge-based economy in the world{\textquoteright}. In a knowledge economy, the {\textquoteright}most effective modern economies will be those that produce the most information and knowledge, and make that information and knowledge easily accessible to the greatest number of individuals and enterprises{\textquoteright}. This policy brief suggests that individuals and companies can easily collaborate and compete globally, and that the solution for Europe in meeting the Lisbon goals is to invest heavily in education and skills. Statistical evidence briefly demonstrates the high return on investment in education. It makes recommendations for ensuring that Europe{\textquoteright} school systems become more flexible and effective in improving learning outcomes, and argues that Europeans capacity to compete in the global knowledge economy will depend on whether its higher education institutions can meet the rapidly growing demand for high-level skills. International comparisons demonstrate the challenges confronting Europe but also illustrate the success of efforts to meet such challenges.},
	keywords = {Artificial Intelligence, human processing power, school system, teaching process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.268 },
	url = {http://oaji.net/articles/2015/987-1425807869.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {379,
	title = {THE COGNITIVE ACCELERATION CURRICULUM AS A TOOL FOR OVERCOMING DIFFICULTIES IN THE IMPLEMENTATION OF INQUIRY SKILLS IN SCIENCE EDUCATION AMONG PRIMARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {523{\textendash}534 },
	abstract = {Many primary school pupils find it difficult to apply inquiry skills in general and variable control in particular, and fail to appreciate the importance of control groups in scientific research. The present study focused on levels of thinking among sixth-graders in the course of an open-ended inquiry activity, by following the planning and execution of an experiment, isolation and variable control, and the difficulties encountered by students in the implementation of various inquiry skills. The study population consisted of forty-four sixth-graders from a primary school in the Arab sector in Israel{\textquoteright}s Northern District. The students were divided into two groups, one that underwent a process of intervention in teaching in the form of three lessons using the CASE approach, while the other learned with the New Outlook textbook. The study{\textquoteright}s results point to a significant difference between the CASE intervention group and the New Outlook intervention group with respect to the final grade of the "variable identification and connection test". An examination of the differences in student achievement between the pre- and post-test reveals an improvement in the post-test final scores among the CASE group of students, in comparison to the New Outlook group.  },
	keywords = {cognitive acceleration, inquiry skills, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.523},
	url = {http://oaji.net/articles/2015/987-1447523769.pdf},
	author = {Muhamad Hugerat and Naim Najami and Mahmood Abbasi and Iyad Dkeidek}
}
@article {330,
	title = {COMPARATIVE ANALYSIS OF THE EFFECTIVENESS OF 4MAT TEACHING METHOD IN REMOVING PUPILS{\textquoteright} PHYSICS MISCONCEPTIONS OF ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {730-746},
	abstract = {The purpose of this study is to determine pupils{\textquoteright} misconceptions about the electricity and the effects of 4MAT teaching method on these misconceptions. For this purpose, a non-equivalent pretest-posttest control group design was adopted and a three tier test with a sample of 100 ninth grade pupils was used to detect pupils{\textquoteright} misconceptions about the electricity. The analysis of the data showed that pupils have the following misconceptions; local reasoning, attenuation model, empirical rule model, shared current model, current-potential difference confusion, short circuit misconception, current flow as water flow, power supply as a constant current source model and sequential reasoning etc. It was determined that the frequency of most of the misconceptions decreased after the application of the innovation. A greater fall was observed in the experimental group which suggests that the 4MAT teaching method was more effective than the traditional method in reducing misconceptions. Based on the results of this study, investigation of the effects of 4MAT teaching method on other complicated subjects of physics such as magnetism, regular circular momentum is suggested for further studies. },
	keywords = {4MAT teaching method, Electricity, misconceptions, ninth grade pupils, physics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.730},
	url = {http://oaji.net/articles/2015/987-1425811268.pdf},
	author = {Serap   Ergin and {\c S}eng{\"u}l Atasoy}
}
@article {331,
	title = {A COMPARISON OF STUDENTS{\textquoteright} PERFORMANCE, SKILL AND CONFIDENCE WITH PEER INSTRUCTION AND FORMAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {747-758},
	abstract = {The effects of peer instruction (PI) and formal education (FE) on students{\textquoteright} performance, skill, and confidence were investigated. The research was performed in a two-year college classroom with 98 students from two groups enrolled in a physics course. One of the groups was selected as an experimental group, and the other was the control group. The students in the experimental group were instructed by peer instruction with problem solving strategy steps (PSSS), whereas the students in the control group were instructed by formal education including PSSS. The research data were collected with the Physics Achievement Test (PAT) and the Problem Solving Confidence Questionnaire (PSCQ). The problem solving skills of the students in both groups were evaluated using quantitative problems in Newtonian mechanics. The PAT and the PSCQ results related to the performance and confidence of the students indicated that there was a statistically significant difference between the means of the experimental group and the control group in favor of the experimental group. The combination of PI with PSSS was more effective for increasing the problem solving skills of the students than the combination of FE with PSSS.},
	keywords = {formal education, peer instruction, problem solving strategy steps},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.747},
	url = {http://oaji.net/articles/2015/987-1425811314.pdf},
	author = {Tolga   Gok}
}
@article {325,
	title = {CONCEPT MAPPING IN CHEMISTRY LESSONS: TOOLS FOR INCULCATING THINKING SKILLS IN CHEMISTRY LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {666-681},
	abstract = {The aim of this study is to investigate the combination effect of concept mapping and vee diagrams as thinking tools in Chemistry among some 360 secondary students in Indonesia. This study employed a quasi-experimental approach whereby students were segregated into three intervention groups: concept mapping, vee diagram and thinking skills embedded throughout the lesson (E1), concept mapping (E2) and a conventional approach (E3). Students were also characterized in terms of their ability: High (H), Moderate (M) and Low (L). Students{\textquoteright} thinking skills were measured using a modified version of the Test of Integrated Process Skills (TIPS), which has beed systematically justified in terms of reliability and validity. Analysis of findings reveal that the EI approach is the most effective technique in inculcating students{\textquoteright} thinking skills. A series of follow-up analyses also demonstrate that the E1 approach is best suited for the high ability (H) students as compared to their moderate (M) and low (L) ability counterparts. },
	keywords = {chemistry learning, concept mapping, scientific thinking skills, vee diagram},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.666},
	url = {http://oaji.net/articles/2015/987-1425810723.pdf},
	author = {Kamisah Osman and Wahidin and Subahan Mohd   Meerah}
}
@article {1138,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {February/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 12, No. 1, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645992908.pdf},
	author = {Editorial Board}
}
@article {1135,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {April/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {127},
	abstract = {Contents, Vol. 12, No. 2, 2013, JBSE},
	url = {https://oaji.net/articles/2022/987-1645904684.pdf},
	author = {Editorial Board}
}
@article {1129,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {395},
	abstract = {Contents, Vol. 12, No. 4, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645888113.pdf},
	author = {Editorial Board}
}
@article {1122,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {711},
	abstract = {Contents, Vol. 12, No. 6, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643099179.pdf},
	author = {Editorial Board}
}
@article {1125,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {543},
	abstract = {Contents, Vol. 12, No. 5, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643133561.pdf},
	author = {Editorial Board}
}
@article {1132,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {267},
	abstract = {Contents, Vol. 12, No. 3, 2013, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645895115.pdf},
	author = {Editorial Board}
}
@article {1134,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {April/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {125-126},
	abstract = {Cover page, Vol. 12, No. 2, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645904619.pdf},
	author = {Editorial Board}
}
@article {1121,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {709-710},
	abstract = {Cover page, Vol. 12, No. 6, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643099125.pdf},
	author = {Editorial Board}
}
@article {1128,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {393-394},
	abstract = {Cover page, Vol. 12, No. 4, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645888064.pdf},
	author = {Editorial Board}
}
@article {1131,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {265-266},
	abstract = {Cover page, Vol. 12, No. 3, JBSE, 2013},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645895027.pdf},
	author = {Editorial Board}
}
@article {1137,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {February/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 12, No. 1, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645992863.pdf},
	author = {Editorial Board}
}
@article {1124,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {541-542},
	abstract = {Cover page, Vol. 12, No. 5, 2013, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643133510.pdf},
	author = {Editorial Board}
}
@article {307,
	title = {DETERMINING BIOLOGY TEACHER CANDIDATES{\textquoteright} CONCEPTUAL STRUCTURES ABOUT ENERGY AND ATTITUDES TOWARDS ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {399-423 },
	abstract = {The aim of the current study is to investigate biology teacher candidates{\textquoteright} cognitive structures related to "energy". As the research design of the study, the case study was applied. The data were collected from 44 Biology teacher candidates. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the biology teacher candidates. With the help of these categories, the cognitive structures of biology teacher candidates were explained. These categories were determined as biological energy-metabolism, energy resources in the nature- types of energy- renewable energy and energy for life continuity. The semantic attitudes of Biology teacher candidates toward energy were found to be positive. On the other hand, it was determined that biology teacher candidates had misconceptions related to energy.},
	keywords = {Attitude, cognitive structure, misconception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.399},
	url = {http://oaji.net/articles/2015/987-1425808957.pdf},
	author = {Hakan Kurt}
}
@article {277,
	title = {DEVELOPING A SCALE OF ANXIETY TOWARDS USING GRAPHS IN CHEMISTRY CLASSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {34-46 },
	abstract = {Graphs are indispensable elements of education in terms of expressing qualitative and quantitative data and laws of science. Individuals need to have the skill to use graphs. The ability to use graphs is listed under three groups as interpretation skill, modeling skill, transformation skill. The lack of performing these skills, failing to overcome these challenges may cause students to develop anxieties towards using graphs. Students{\textquoteright} existing anxieties towards using graphs may prevent the emerging of these skills, reinforce the emerging of the challenges. Therefore, this study focused on developing a scale for anxiety towards using graphs in chemistry using a draft scale along with its validity and reliability studies. The reliability and validity analysis of the scale concluded with a one dimensional assessment tool of 15 items with a reliability level of 0,903.},
	keywords = {affective, Anxiety, chemistry education, graphic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.34},
	url = {http://oaji.net/articles/2015/987-1425757620.pdf},
	author = {Nilg{\"u}n  Se{\c c}ken and Nuray Zan}
}
@article {334,
	title = {DEVELOPMENT AND APPLICATION OF 7E LEARNING MODEL BASED COMPUTER-ASSISTED TEACHING MATERIALS ON PRECIPITATION TITRATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {784-792},
	abstract = {The purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit {\textquotedblleft}precipitation titrations{\textquotedblright} delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement.},
	keywords = {7E learning model, animation, chemistry education, educational computer games, precipitation titrations, virtual lab},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.784},
	url = {http://oaji.net/articles/2015/987-1425811451.pdf},
	author = {Nazan   Kunduz and Nilg{\"u}n  Se{\c c}ken}
}
@article {338,
	title = {DIDACTIC ANALYSIS OF THE WEB ACID-BASE TITRATION SIMULATIONS APPLIED IN PRE-GRADUATE CHEMISTRY TEACHERS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {829-839},
	abstract = {The wide development of the information and communication technologies provides conditions for using various digital learning objects in education. In Chemistry learning and teaching computer simulations are used for increasing clearness in Chemistry lessons and for supporting experimental activities in laboratory work. For this analysis the topic of acid-base titration was chosen. The research sample included educational simulations of acid-base titration available free on the Internet. In total 35 educational simulations of acid-base titration were found and used for didactic analysis with following research questions: What can be learned from educational simulations of acid-base titration? and How can didactic analysis of different kinds of simulation help to teacher and learner? In the research results of didactic analysis of 35 examples of acid-base titration simulators are presented. Resulting from the analysis we find three different types of educational simulations of acid-base titration with a specific use in Chemistry lessons: (1) simulations of experiments; (2) generators of titration curves according to the user{\textquoteright}s choice; (3) presentations of one titration. The summary of all analysed simulations and proposals of their educational applications is available from the web site http://titrace.wz.cz.},
	keywords = {acid-base titration, chemistry instruction, didactic analysis, educational simulation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.829},
	url = {http://oaji.net/articles/2015/987-1425811736.pdf},
	author = {Veronika   Machkov{\'a} and Martin B{\'\i}lek}
}
@article {321,
	title = {THE EFFECT OF 5E LEARNING CYCLE ON MENTAL ABILITY OF ELEMENTARY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {592-607},
	abstract = {The purpose of this research is to investigate effect of 5E learning cycle instruction on 4th grade students{\textquoteright} mental ability in the unit of {\textquotedblleft}Introduction to the Matter{\textquotedblright}. The subjects of this study were 160 students from four different classes enrolled to Science Course in an Elementary School in TURKEY. Non-equivalent pre-test/post-test control group design was used. Two of the classes randomly chosen as experimental group (79) took 5E learning cycle instruction, and the other two chosen as control group (81), took traditional instruction. Word-Association Test (WAT) was administered to the experimental and the control groups as pre- and post-tests to measure the students{\textquoteright} mental ability related to Unit of {\textquotedblleft}Introduction to the Matter{\textquotedblright}. The data collected from WAT was converted into mind maps by using content analysis and cut off point methods. As a result of application, while {\textquotedblleft}Introduction to the Matter{\textquotedblright} subject was seen as a whole on the mind maps of the experimental group of students, mind maps of the control group students were seen to be composed of piecemeal knowledge islets. Hence, it proves that the experimental group students learn terms in a more meaningful and more interrelated way than the control group students},
	keywords = {5E learning cycle, mind maps, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.592},
	url = {http://oaji.net/articles/2015/987-1425810444.pdf},
	author = {Ibrahim Bilgin and H{\"u}meyra   Co{\c s}kun and Idris   Akta{\c s}}
}
@article {333,
	title = {THE EFFECT OF ALTERNATIVE ASSESSMENT TECHNIQUES ON CHEMISTRY COMPETENCY PERCEPTIONS AND CHEMISTRY SUCCESS OF PROSPECTIVE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {774-783},
	abstract = {The aim of this study is to examine the effect of alternative assessment techniques supported by learning cycle model and traditional teacher centered education on chemistry competency perception and chemistry success of prospective science teachers. As the data collection tools chemistry competency perceptions scale and chemistry success test was used. It was determined that there is a significant effect of alternative assessment techniques supported by learning cycle model on chemistry competency perceptions and chemistry success of prospective science teachers. It has been determined that there is significant effect of traditional teacher centered education on chemistry success. Also it has been revealed that there was an increase in chemistry competency scores of prospective science teachers in control group however this increase was not statistically significant.},
	keywords = {alternative assessment techniques, chemistry competency perception, chemistry success, learning cycle, traditional teacher centered teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.774},
	url = {http://oaji.net/articles/2015/987-1425811408.pdf},
	author = {Fatma   Alkan}
}
@article {286,
	title = {THE EFFECT OF PEER INTERACTIONS ON QUANTUM PHYSICS: A STUDY FROM CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {152-158 },
	abstract = {Many studies in the field of physics have demonstrated that courses which include a component of interaction among peers achieve significantly higher gains in conceptual understanding. However, few of those studies have closely examined the role play in quantum physics. Unlike classical physics, the area of quantum physics has little relation to experiences of students in everyday life. This makes quantum physics very difficult to teach. In this study, Ireson{\textquoteright}s 29 questions regarding the quantum physics conceptual understandings were developed and validated, then used in the pre- and post-test. It was found that a significant difference in the mean number of correct responses between the experiment class and the control class, through their participation in peer conversations, experiment class students achieved a stronger overall understanding of quantum physics concepts. The result is the same as the previous research in classical physics.},
	keywords = {peer interaction, physics education, Quantum physics, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.152},
	url = {http://oaji.net/articles/2015/987-1425758468.pdf},
	author = {Wei-Zhao Shi}
}
@article {278,
	title = {EFFECT OF PERFORMANCE BASED STATUS DETERMINATION TECHNIQUES ON SELF-EFFICACY, CONCERN AND PERMANENCE IN PRIMARY SCHOOL SCIENCE AND TECHNOLOGY COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {47-58},
	abstract = {As supportive of traditional measurement and assessment approaches in 7th Grade Science and Technology course{\textquoteright}s {\textquotedblleft}Light{\textquotedblright} chapter, the purpose of this research is to test the effect of performance based status determination on students{\textquoteright} perception of self-efficacy, their course related concerns and permanence levels. As supportive of traditional measurement and assessment approaches the performance based status determination has been applied to the experiment group while control group has been applied only traditional measurement and assessment approaches by the researcher. Analysis of the data obtained in the research have been evaluated by single factor analysis of covariance (ANCOVA) and two factor (repeated measures) ANOVA for repeated measurements on single factor. As a result, while significant difference has been found between experiment and control groups from the perspective of self efficacy perceptions, no significant difference has been found between course related concerns and permanence levels.},
	keywords = {fear of science and technology, performance based situation determination, permanence, self-efficacy perception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.47},
	url = {http://oaji.net/articles/2015/987-1425757665.pdf},
	author = {Cem Oktay G{\"u}zeller and Ne{\c s}e {\"O}zkal}
}
@article {326,
	title = {THE EFFECT OF STORYLINES EMBEDDED WITHIN CONTEXT-BASED LEARNING APPROACH ON GRADE 6 STUDENTS{\textquoteright} UNDERSTANDING OF {\textquoteleft}PHYSICAL AND CHEMICAL CHANGE{\textquoteright} CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {682-691},
	abstract = {Alternative conceptions of {\textquoteleft}physical and chemical change{\textquoteright} concepts to minimize their effects on further learning should be handled at lower secondary school in� that these concepts are formally introduced at grade 6. This study aimed to investigate the effect of storylines embedded within context-based learning approach on grade 6 students{\textquoteright} understanding of {\textquoteleft}physical and chemical change{\textquoteright} concepts. To probe the students{\textquoteright} conceptions, Chemical and Physical Change Concept Questionnaire (CPCCQ) was employed as pre- and post-test. The results indicated that most of the students tended to pay more attention to {\textquoteleft}reversibility{\textquoteright} criterion in distinguishing {\textquoteleft}chemical change{\textquoteright} concept from {\textquoteleft}physical change{\textquoteright} one. Finally, it can be deduced that the storylines embedded within the context-based learning approach not only resulted in a better meaningful learning but also increased student achievement level. To give an opportunity for the students to grasp the relevance of chemistry/science to their lives, the meaning of each daily life concept should be bridged with that in a chemistry context.},
	keywords = {Alternative Conception, chemical change, context-based learning approach, physical change, science education, storylines},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.682},
	url = {http://oaji.net/articles/2015/987-1425810774.pdf},
	author = {H{\"u}lya   Demircio{\u g}lu and Mustafa   Din{\c c} and Muammer   {\c C}alik}
}
@article {290,
	title = {EFFECT OF USING ROUNDHOUSE DIAGRAMS ON PRESERVICE TEACHERS{\textquoteright} UNDERSTANDING OF ECOSYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {205-218 },
	abstract = {Roundhouse diagram is a visual tool which helps to reveal what a student think about science topics and reflects information that students organise in their mind. The purpose of this study was to investigate the effect of using roundhouse diagrams on prospective classroom teachers{\textquoteright} understanding of ecosystem, food chain, energy flow and material cycles. The roundhouse diagram was used with the experimental group (n = 44), while a traditional teaching method was employed with the control group (n = 43). Environmental Achievement Test consisting of 25 questions was administered to the 87 preservice teachers as pretest and posttest. The results indicated that the use of roundhouse diagrams significantly improved prospective classroom teachers{\textquoteright} understanding of ecosystem, food chain, energy flow and material cycles. In the light of the obtained results, some practical implications are discussed.},
	keywords = {academic achievement, Ecosystem, roundhouse diagram, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.205},
	url = {http://oaji.net/articles/2015/987-1425758668.pdf},
	author = {Mehmet Mutlu}
}
@article {295,
	title = {THE EFFECTS OF INQUIRY SUPPORTED BY ARGUMENT MAPS ON SCIENCE PROCESS SKILLS AND EPISTEMOLOGICAL VIEWS OF PROSPECTIVE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {271-288 },
	abstract = {Situating arguments as a central element in the design of inquiry learning environments is important for engaging learners in the coordination of conceptual and epistemological goals. The purpose of this study was to find out the effects of inquiry based laboratory activities which are supported by argument maps on the prospective science teachers{\textquoteright} science process skills and epistemological views. A quasi experimental research was conducted with sixty 3rd grade prospective science teachers of a faculty of education in Turkey for over 3 months. The results displayed that although the inquiry supported by argument maps had significantly affected the science process skills of prospective science teachers{\textquoteright}, it did not affect their epistemological views. It is thought that it may take some time and special efforts to see the effects of inquiry supported by argument maps on the epistemological views of prospective science teachers.},
	keywords = {argument mapping, inquiry, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.271},
	url = {http://oaji.net/articles/2015/987-1425807916.pdf},
	author = {G{\"u}l {\"U}nal {\c C}oban}
}
@article {284,
	title = {THE EFFECTS OF ORGANIC CHEMISTRY ANXIETY ON UNDERGRADUATE STUDENTS IN RELATION TO CHEMISTRY ATTITUDE AND ORGANIC CHEMISTRY ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {130-138},
	abstract = {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.},
	keywords = {achievement, chemistry attitude, organic chemistry anxiety, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.130},
	url = {http://oaji.net/articles/2015/987-1425758372.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {323,
	title = {THE EFFECTS OF PROCESS-BASED TEACHING MODEL ON STUDENT TEACHERS{\textquoteright} LOGICAL/INTUITIVE THINKING SKILLS AND ACADEMIC PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {640-651},
	abstract = {The aim of this study is to analyze the effects of Process-based Teaching Model on student teachers{\textquoteright} logical and intuitive thinking skills as well as their academic performances at chemistry laboratory applications. The sample of this research consisted of 60 preservice teachers studying of� Faculty of Education in Hacettepe University. Data were obtained via the {\textquotedblleft}experimental desing� with pre/posttest control group{\textquotedblright} evaluated both qualitatively and quantitatively. The experimental� group was taught within the process-based teaching model while the control group received training in traditional teacher centered education. The scores obtained by participating experimental and control groups from Logical/Intuitive Thinking Scale, Performance Test and Structured Grids as one of the alternative measurement and evaluation techniques were compared and contrasted. To determine the student teachers{\textquoteright} logical and intuitive thinking styles, the {\textquotedblleft}Logical/Intuitive Thinking Scale{\textquotedblright} developed by Pacini and Epstein (1999) and adapted by Turk� (2011). The study concluded that teaching chemistry using process-based teaching model improved students{\textquoteright} academic performance as well as their logical and intuitive thinking skills.},
	keywords = {logical and intuitive thinking, process-based teaching model, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.640},
	url = {http://oaji.net/articles/2015/987-1425810534.pdf},
	author = {Canan   Ko{\c c}ak}
}
@article {297,
	title = {THE EMOTIONS ABOUT TEACHING AND LEARNING SCIENCE: A STUDY OF PROSPECTIVE PRIMARY TEACHERS IN THREE SPANISH UNIVERSITIES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {299-311},
	abstract = {A descriptive and comparative study is made of the emotions that prospective primary teachers in three Spanish universities have about teaching and learning the natural sciences, differentiating between approaches to the content of Biology/Geology and Physics/Chemistry. The study was carried out using a closed-response questionnaire which was completed by 315 primary education bachelor{\textquoteright}s degree students in the Universities of Extremadura, Las Palmas de Gran Canaria, and the Aut{\'o}noma of Barcelona (UAB). The results showed that in their recall of their secondary education, most of the prospective teachers have positive emotions towards learning Biology/Geology and negative towards learning Physics/Chemistry. With respect to their future teaching in primary education, there predominated positive emotions towards Biology/Geology, and negative emotions towards Physics/Chemistry, except for the UAB students who reported more positive emotions than negative in this latter case. There was an increase of positive emotions in their expectations of their future teaching of all the science content, and a marked decrease in the negative emotions, relative to the emotions that they had experienced as students of these subjects in secondary school.},
	keywords = {Emotions, preservice primary teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.299},
	url = {http://oaji.net/articles/2015/987-1425808129.pdf},
	author = {Mar{\'\i}a Br{\'\i}gido and Digna Couso and Ciro Guti{\'e}rrez and Vicente Mellado}
}
@article {1123,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	chapter = {840-844},
	abstract = {End page, Vol. 12, No. 6, JBSE, 2013},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643099229.pdf},
	author = {Editorial Board}
}
@article {1126,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {703-708},
	abstract = {End page, Vol. 12, No. 5, 2013, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1643133605.pdf},
	author = {Editorial Board}
}
@article {1130,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {535-540},
	abstract = {End page, Vol. 12, No. 4, 2013, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645888167.pdf},
	author = {Editorial Board}
}
@article {1136,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {April/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {261-264},
	abstract = {End page, Vol. 12, No. 2, 2013, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645904746.pdf},
	author = {Editorial Board}
}
@article {1133,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {389-392},
	abstract = {End page, Vol. 12, No. 3, 2013, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645895185.pdf},
	author = {Editorial Board}
}
@article {1139,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {February/2013},
	pages = {Continuous},
	type = {Other},
	chapter = {120-124},
	abstract = {End page, Vol. 12, No. 1, 2013, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1645992960.pdf},
	author = {Editorial Board}
}
@article {380,
	title = {ENVIRONMENTAL IMPACT ON LEARNING OUTCOMES IN SCIENCE EDUCATION IN SLOVENIAN PRIMARY SCHOOLS THROUGH THE ANALYSIS OF MATERIAL WORK CONDITIONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {535{\textendash}543 },
	abstract = {The study deals with material support for practical work in science classes in Slovenian primary schools (grades 1-5). It answers the question of why there are differences in national tests in terms of socioeconomic development of the environment, despite the fact that schools are equally well equipped. There are two groups of teachers: in less-developed regions (N=337) and in more-developed regions (N=160) {\textendash} the criterion is the {\textquotedblleft}the development risk index.{\textquotedblright} Material research equipment in Slovenian schools is poor. Socioeconomic development does not affect the perception of problems such as: the lack of materials and equipment, oversized groups, poor spatial conditions, and the absence of an assistant. Equipment is provided by schools, while material is brought by the pupils themselves. Comparison has shown that students in more developed environments bring their own material more frequently, which enables more research activities. It was concluded that despite the fact that the material conditions in all Slovenian schools are similar, there are differences in the development level of inquiry skills. In more-developed regions, students compensate the lack of material by providing aids from their home environment.},
	keywords = {environmental impact, material conditions, primary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.535},
	url = {http://oaji.net/articles/2015/987-1447523813.pdf},
	author = {Irena Del{\v c}njak Smre{\v c}nik and Samo Fo{\v s}nari{\v c} and Branka {\v C}agran}
}
@article {377,
	title = {AN EXAMINATION OF HIGH SCHOOL STUDENTS{\textquoteright} SMOKING BEHAVIOR BY USING THE THEORY OF PLANNED BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {497{\textendash}507},
	abstract = {Smoking has been recognized as one of the most important health problems. Thus, several preventive measures have been taken worldwide in order to reduce smoking. For these measures to be effective, the source of the problem should be thoroughly explored. To this end, this study aims to determine high school students{\textquoteright} smoking behavior and the factors affecting it. In the gathering of data, an interview form was used which was developed by the researchers in accordance with the directives of Planned Behavior Theory. Interviews were conducted according to problem-based interview method. Data were analyzed by using the qualitative data analysis program MAXqda, and was evaluated by using qualitative content analysis method. Findings of the research show that anti-smoking campaigns have been reflected in students{\textquoteright} beliefs towards smoking behavior. Differences between female and male students in terms of the beliefs affecting their smoking behavior were detected. It was seen that having no economic difficulty in accessing cigarettes and the fact that cigarettes are being sold disregarding the age-limit are facilitating factors for students to try smoking. },
	keywords = {Health Education, Qualitative Content Analysis, Theory of Planned Behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.497},
	url = {http://oaji.net/articles/2015/987-1447523503.pdf},
	author = {Dilek Sultan Acarli and Melek Yaman Kasap}
}
@article {298,
	title = {EXAMINING THE LEARNING EXPERIENCES OF SCIENCE TRAINING AMONG TAIWANESE ABORIGINAL ADOLESCENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {312-321 },
	abstract = {In Taiwan, substantial resources have been invested in training programs for Aboriginal adolescents in response to their poor occupational achievement. This study examined the relationships between the learning experiences of science training, vocational self-concept, and occupational aspirations among Taiwanese Aboriginal adolescents. Data were collected from a questionnaire survey of 760 Taiwanese Aboriginal adolescents who had successfully completed the science training. The results of this study demonstrated that the Taiwanese Aboriginal adolescents{\textquoteright} learning experiences of science training directly and indirectly influenced their occupational aspirations vis-{\`a}-vis the effect on their vocational self-concept at the individual level, which in turn directly influenced their occupational aspirations. The findings suggest that the science training programs for Taiwanese indigenous youth may provide sufficient supports in culturally responsive ways to facilitate these trainees{\textquoteright} vocational self-concept and occupational aspirations as well as further to achieve the original goals of the science training programs.},
	keywords = {occupational aspiration, science training, Taiwanese Aboriginal adolescents, vocational self-concept},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.312},
	url = {http://oaji.net/articles/2015/987-1425808254.pdf},
	author = {Ya-Ling Wu and Cheng-Wu Chen}
}
@article {309,
	title = {EXAMINING THE MICROPOLITICAL LITERACY OF SCIENCE INTERN TEACHERS IN TAIWAN},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {440-451 },
	abstract = {Micropolitical learning constitutes an essential part of the professional development of prospective science teachers. Drawing on interviews, this study applied categories of professional interests as a framework for investigating Taiwanese secondary science intern teachers{\textquoteright} experiences of the micropolitical realities in schools and the meanings that the science interns construct for micropolitical experiences. The professional interests consist of material, organizational, social-professional, cultural-ideological, and self-interests (Kelchtermans \& Ballet, 2002a). This study identified the career development interests of science interns beyond the five pre-defined subcategories. To cope with their vulnerability due to the lack of positional authority and role ambiguity in the practicum sites, the pursuit of social-professional interests was the most important. Proactively fitting into the prearranged school environments was the most prevalent micropolitical strategy for the interns because of their lack of professional autonomy and their supervisors{\textquoteright} expectations. However, the efforts of a small number of science interns in challenging the school practices were noteworthy.},
	keywords = {micropolitical literacy, professional interests, science intern teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.440},
	url = {http://oaji.net/articles/2015/987-1425809091.pdf},
	author = {Ya-Ling Wu and Cheng-Wu Chen}
}
@article {280,
	title = {THE EXPLORATION OF APPLYING LEGO NXT IN THE SITUATED SCIENCE AND TECHNOLOGY LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {73-91},
	abstract = {The current study explores the learning effects of applying LEGO NXT in the science and life technology course based on the situated learning theory. Two fifth-grade classes of experimental group use LEGO NXT in the teaching; and the other two are control group by integrating information technology into the teaching. 
The results reveal that the learning effects of students instructed with LEG NXT in the teaching are superior to students instructed with information technology integrated in the teaching. Meanwhile, using LEGO NXT is sufficient playfulness but not ease of use. Furthermore, Using LEGO NXT in the teaching has a positive impact on learning effects.},
	keywords = {expectation-confirmation theory, LEGO NXT, post-acceptance model of IS continuance, situated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.73},
	url = {http://oaji.net/articles/2015/987-1425757780.pdf},
	author = {Bih-Yaw Shih and Tsung-Hao Chen and Sun-Ming Wang and Chen-Yuan Chen}
}
@article {291,
	title = {THE EXPLORATION OF TEACHERS{\textquoteright} INTENTION OF USING LEGO NXT IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {219-233 },
	abstract = {More and more LEGO NXTs are applied to combine with different courses for designing multimedia instructional materials. Therefore, understanding the factors affecting the teachers{\textquoteright} intention of using Lego NXT has been an eager research issue. The purpose of the current research is to explore the teachers{\textquoteright} intention of using Lego NXT in primary school. A model combining the Technology Acceptance Model (TAM) as well as system and participant characteristics is proposed. Data were collected from forty seven primary school teachers in Kaohsiung and Pingtung county. Structural Equation Modelling (SEM) is used to test the hypothesis.},
	keywords = {authentic, LEGO NXT, self-efficacy, teachers{\textquoteright} intention, Technology acceptance model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.219 },
	url = {http://oaji.net/articles/2015/987-1425758742.pdf},
	author = {Bih-Yaw Shih and Tsung-Hao Chen and Yevvon Yi-Chi Chang and Wen-Yaw Chung and Chen-Yuan Chen}
}
@article {312,
	title = {EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {482-496 },
	abstract = {Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scien{\textlnot}tific descriptions were dominating ways of communication. Only in a few cases explanations of scien{\textlnot}tific phenomena were in focus. Those situations caused turning points into more interac-tive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material {\textendash} it needs to be trained!},
	keywords = {exploratory talk, primary school, science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.482},
	url = {http://oaji.net/articles/2015/987-1425809431.pdf},
	author = {Ragnhild   L{\"o}fgren and Jan Schoultz and Glenn Hultman and Lars   Bj{\"o}rklund}
}
@article {289,
	title = {FOSTERING SCIENCE PROCESS SKILLS AND IMPROVING ACHIEVEMENT THROUGH THE USE OF MULTIPLE MEDIA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {191-204 },
	abstract = {The study focuses on how best to foster the science process skills and improving achievement of secondary schools students in Riau Indonesia. This research used a quasi-experiment method which involved two experimental groups and one control group. The first experimental group used an environment learning module based on Information Communication Technology (ICT), whilst the second experimental group used the environmental module without ICT. The third group went through the teaching and learning process using conventional methods. The instruments used were the Science Process Skills test and students{\textquoteright} achievement test. Analysis of the findings was done descriptively followed by subsequent inferential analysis using ANOVA and MANOVA tests. It was found that there exist significant differences in science process skills and achievement between the two experimental groups and the conventional group. Based on the findings, it is suggested that science teachers need to be adroit in varying their teaching approaches as well as orientating themselves in using ICT in their teaching.},
	keywords = {information communication technology, science process skills, science teaching and learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.191},
	url = {http://oaji.net/articles/2015/987-1425758625.pdf},
	author = {Kamisah Osman and Rian Vebrianto}
}
@article {300,
	title = {THE IMPACT OF SITE-VISITS ON THE DEVELOPMENT OF BIOLOGICAL COGNITIVE KNOWLEDGE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {337-351 },
	abstract = {Classroom-based science teaching tends to be dominated by teaching that stifles the students{\textquoteright} natural curiosity and eagerness to discover their surroundings. Knowledge makes sense to students particularly when it is learned within the context of an authentic experience. Thus classroom-based science needs to be complimented by out-of-classroom activities which offer direct and relevant information that influences students{\textquoteright} learning. Students build new knowledge on already existing schema, thus it is important for both teacher and students to question and evaluate their knowledge to be able to build on solid grounds. This paper illustrates examples of meta-cognitive tools (i.e. Vee diagrams and concept maps) used before and after site-visits to explore the contribution of out-of-classroom activities to the students{\textquoteright} biological cognitive development. This research shows that site-visits are a necessary part of science learning because they help students develop observational and reasoning skills, link biology to personal life experiences and contextualise inert classroom knowledge, making it more meaningful and easier to remember.},
	keywords = {concept maps, meta-cognitive tools, out-of-classroom activities, site-visits, Vee diagrams},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.337},
	url = {http://oaji.net/articles/2015/987-1425808483.pdf},
	author = {Miriam Muscat and Paul Pace}
}
@article {311,
	title = {IMPACT OF THE SOCIO-CULTURAL CONTEXT ON STUDENT SCIENCE PERFORMANCE AND ATTITUDES: THE CASE OF ESTONIA},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {465-481 },
	abstract = {This study analysed how to explain the statistically significant differences between the science mean scores and attitudes of students in different language instruction schools. Estonian schools were grouped according to their socioeconomic intake relative to the national average into three categories: advantaged, disadvantaged and mixed schools. The analysis of the socioeconomic composition of different language instruction schools showed that the Estonian and Russian language instruction schools are mostly mixed schools. The results did not support the assertion that weaker performance is connected with disadvantaged background of students or schools either. Although students in Russian language instruction schools reported higher levels of motivation, more innovative classroom activities and they were more informed about science-related careers, the students in Estonian language instruction schools outperformed the Russian-speaking students in science. The results support an opinion that the students{\textquoteright} performance and engagement differences are rather connected with classroom level instructional approaches and learning culture.},
	keywords = {PISA, socioeconomic background of students and schools, students{\textquoteright} science performance and attitudes, Teaching practices},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.465},
	url = {http://oaji.net/articles/2015/987-1425809384.pdf},
	author = {Imbi   Henno and Priit   Reiska}
}
@article {310,
	title = {IMPROVING PRESERVICE SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY ABOUT THE USE OF ALTERNATIVE ASSESSMENT: IMPLICATION FOR THEORY AND PRACTICE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {452-464},
	abstract = {In this study, a teaching program was designed to improve preservice teachers{\textquoteright} self-efficacy about the use of alternative assessment. The teaching program has three stages: workshop, observation, and teaching. Preservice teachers{\textquoteright} opinions about the contribution of the teaching program to their professional development and the effect of the program on their self-efficacy were determined. Data was collected through a survey, students{\textquoteright} reflective journal, and interview. Results show that preservice teachers had understanding about alternative assessment and positive opinions about the teaching program. Furthermore, their self-efficacy toward use of the alternative assessment improved. The teaching program had positive contributions to preservice teachers{\textquoteright} professional development.},
	keywords = {Alternative Assessment, preservice teacher education, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.452},
	url = {http://oaji.net/articles/2015/987-1425809148.pdf},
	author = {Nilg{\"u}n Tatar and Serkan   Buldur}
}
@article {279,
	title = {THE INFLUENCE OF TEACHING METHODOLOGIES IN THE LEARNING OF THERMODYNAMICS IN SECONDARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {59-72},
	abstract = {This research has as it is the objective to show the influence of three different teaching meth-odologies in the learning of some basic concepts of thermodynamics with 14 and 15-year old students. This study was motivated by the scholar failure of students at these ages, especially in science. The sample was 93 students divided in three homogenous groups. Each group learnt the concepts with a teaching methodology. The concepts were density, pressure, volume, temperature and heat, these are the concepts of the curriculum. The instruments were a pretest and a posttest with theoretical questions, exercises and problems about thermodynamics concepts, moreover students made an intelligence test to verify the homogeneity of the groups. The results brought us that the teaching methodology has a very important role in the learning of the students in secondary education.},
	keywords = {Cooperative learning, Learning, Technologies, traditional methodology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.59},
	url = {http://oaji.net/articles/2015/987-1425757716.pdf},
	author = {David M{\'e}ndez Coca}
}
@article {318,
	title = {INVESTIGATING THE EFFECTIVENESS OF PREDICT-OBSERVE- EXPLAIN STRATEGY ON TEACHING PHOTO ELECTRICITY TOPIC},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {548-564 },
	abstract = {In this study, Predict-Observe-Explain (POE) strategy was introduced and its effectiveness was investigated with respect to prospective science teacher opinions on an experimental activity, during the implementation and at the end of the process. The study was implemented to a group of 16 science and technology education program prospective science teachers. The research data was obtained with the analysis of worksheet and the results of experimental discussions with prospective science teachers. The developed experimental activities were conducted over the {\textquotedblleft}Experimental Worksheet{\textquotedblright} including the stages of pre-experiment (prediction), experiment (observation), and post-experiment (explain) according to the POE strategy. Finally, between 10-12 min time discussion environment was prepared for 4 different groups. At the end of the study, evaluations were realized on applicability of POE and it was concluded that the developed activity according to the POE was effective and attractive in learning the science concepts.},
	keywords = {conceptual change, experiment design, misconceptions, photo electricity, predict-observe-explain strategy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.548},
	url = {http://oaji.net/articles/2015/987-1425810146.pdf},
	author = {Hakan {\c S}evki   Ayvac{\i}}
}
@article {301,
	title = {AN INVESTIGATION OF MATHEMATICS AND SCIENCE QUESTIONS IN ENTRANCE EXAMINATIONS FOR SECONDARY EDUCATION INSTITUTIONS IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {352-364 },
	abstract = {This study aimed to investigate LDE mathematics and science questions in terms of cognitive requirements (knowing, applying and reasoning) and structural properties (conceptual, algorithmic and graphical). The methodology adopted in the current study was document analysis. The results of this study indicated that LDE science assessments emphasized conceptual questions, while mathematics questions were more algorithmic in structure. In addition, both mathematics and science items de-emphasized graphical representations. In terms of their cognitive requirements, both science and mathematics LDE items neglected the cognitive domain of reasoning. Moreover, science questions mostly met in the intersection of knowing and conceptual, while mathematics questions often required students to apply knowledge on algorithmic questions. This study also concluded that the distribution of question requirements differed from year to year. Some implications regarding the results included that implementing a nation-wide assessment that neglects graphical representations contradicts the target goal of the mathematics and science programs in Turkey. The fact that the LDE was designed to determine the level of students{\textquoteright} learning yet neglects reasoning questions also presents a contradiction to the curricular aims.},
	keywords = {cognitive requirements, level determination examination, mathematics and science problems, structural properties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.352},
	url = {http://oaji.net/articles/2015/987-1425808526.pdf},
	author = {Lutfi   Incikabi and Mehmet A.  Kurnaz and Murat   Pektas}
}
@article {302,
	title = {LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {365-377 },
	abstract = {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{\textquoteright} and students{\textquoteright} impressions. However, robotics can be seen as a {\textquotedblleft}tool{\textquotedblright} to create many approaches to science education, such as inquiry learning and problem solving.},
	keywords = {constructionism, constructivism, educational robotics, inquiry learning, LEGO Mindstorms, Problem Solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.365},
	url = {http://oaji.net/articles/2015/987-1425808570.pdf},
	author = {Heilo Altin and Margus Pedaste}
}
@article {324,
	title = {LINKING TEACHERS{\textquoteright} QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS{\textquoteright} BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {652-665},
	abstract = {This study focused on comparing science teachers{\textquoteright} qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers{\textquoteright} preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers{\textquoteright} license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.},
	keywords = {8th grade, achievement, science, teachers{\textquoteright} practices, teachers{\textquoteright} qualifications, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.652},
	url = {http://oaji.net/articles/2015/987-1425810596.pdf},
	author = {Qasim Al   Shannag and Hassan   Tairab and Hamza   Dodeen and Faisal   Abdel-Fattah}
}
@article {282,
	title = {MODEL FOR GUIDING REFLECTION IN THE CONTEXT OF INQUIRY-BASED SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {107-118 },
	abstract = {Only a limited number of studies have focused on guiding students{\textquoteright} 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{\textquoteright}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.},
	keywords = {guidance of reflection, inquiry learning, instructional models, science education, technology-enhanced learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.107},
	url = {http://oaji.net/articles/2015/987-1425757877.pdf},
	author = {Maria Isabel Runnel and Margus Pedaste and {\"A}li Leijen}
}
@article {303,
	title = {A MULTIDIMENSIONAL MODEL FOR THE EXPLORATION OF NEGATIVE EFFECTS OF SOCIAL NETWORKING WEBSITES AS PERCEIVED BY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {378-388 },
	abstract = {The rapid expansion of social networking websites is raising several issues regarding the influence on the individual and social behavior of users. It is without doubt, that social networking websites are a phenomenon of a contemporary society, which has to be explored in various aspects. It is only because SNW are becoming more and more important for the whole society, especially for the youth, after all, they undoubtedly change the world. Their penetration is observed in various society life spheres. Education is not an exception. It can be stated, that SNW change educational processes. However, the main question is: how change? Can they harm, or maybe on the contrary {\textendash} help in terms of education. Having carried out empiric research, a hierarchical and multidimensional measurement model was developed to explore the negative effects of these websites. The model has been tested on one sample and cross validated on another sample. It has been stated, that SNW negative effects is a multidimensional construct, having several facets that describe distinct aspects.},
	keywords = {measurement models, science education, social networking websites, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.378},
	url = {http://oaji.net/articles/2015/987-1425808627.pdf},
	author = {Alexandru Balog and Costin Pribeanu and Vincentas Lamanauskas and Violeta {\v S}lekiene}
}
@article {306,
	title = {NATURAL SCIENCE EDUCATION IMPORTANCE IN ADOLESCENCE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Editorial},
	chapter = {396-398 },
	abstract = {In any case, the teacher solves the whole lot of dilemmas and contradictions. Pupils are always different, individual. Teenagers{\textquoteright} individualism is very much expressed. Some of them are getting interested and are interested in a concrete activity, while the others are waiting and can{\textquoteright}t wait for the end of the activity. It is obvious, that natural education in adolescence is, as a matter of fact, situational, integral and flexible. The main factors leading to teacher{\textquoteright}s success are creativity, skillfullness and erudition. Natural science importance is indubitable. Research studies of the last few decades confirm such position. Science education has been frequently accepted as an inseparable and extremely important part of comprehensive schooling (Lamanauskas, 2008). By natural education we seek personality maturity in a wider sense. It would seem that everything is said concerning this question. However, it is not so. Rapid spread of scientific cognition inevitably raises new challenges for natural education, induces to re-evaluate generally used education strategies and methodologies. There is a rapid development of ICT; their penetration into educational environments is really intensive, though not always adequate to the raising educational goals. On the other hand, our understanding about human brain activity and possibilities is extending. Generally speaking, neuroscience opens new opportunities for people. Even though it is firstly connected with treatment, new treatment methods, on the other hand, the achievements in this field have a great influence on education.},
	keywords = {adolescence period, mature personality, science education, scientific cognition},
	issn = {ISSN 1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.396},
	url = {http://oaji.net/articles/2015/987-1425808911.pdf},
	author = {Vincentas Lamanauskas}
}
@article {313,
	title = {PARENTS{\textquoteright} VIEWS REGARDING HOMEWORKS GIVEN IN SCIENCE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {497-508 },
	abstract = {The aim of this study was to explore parents{\textquoteright} opinions about homework assignments given in science and technology courses. The sample of the study was composed of 764 parents who reside in the city of Osmaniye in Turkey. The data were collected by a {\textquotedblleft}Parent Homework Scale{\textquotedblright} developed by the researcher. The instrument includes three subscales; function, attitude and behavior. U-Test and H-Test were employed to identify any difference among variables. The findings showed that there was no significant difference in parents{\textquoteright} scores on attitude and behavior subscales of the instrument regarding gender, educational background, occupation, and average monthly income. When function subscales scores were investigated according to gender educational background, occupation, average monthly income, it was observed that civil servants in occupational category had lower function scores than self-employed, farmer, worker, artisan, and retired. It was found that university graduates in level of education category had lower function scores than primary school graduates, secondary school graduates, and high school graduates. It was also found that high income in the monthly income group had lower function scores than other members in each related group.},
	keywords = {homework, Opinions, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.497},
	url = {http://oaji.net/articles/2015/987-1425809498.pdf},
	author = {{\.I}sa   Deveci and {\.I}smail   {\"O}nder and Salih   {\c C}epni}
}
@article {336,
	title = {PERCEIVED USABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGY AND ACCEPTANCE OF VIRTUAL FIELD TRIPS BY LOWER SECONDARY STUDENTS, UNDERGRADUATE STUDENTS AND IN-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {803-812},
	abstract = {In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues. },
	keywords = {biology education, information communication technology, lower secondary education, teaching/learning strategies, virtual field trip},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.803},
	url = {http://oaji.net/articles/2015/987-1425811644.pdf},
	author = {Miro Puhek and Matej Per{\v s}e and Tina Vr{\v s}nik   Per{\v s}e and Andrej {\v S}orgo}
}
@article {328,
	title = {A POSSIBLE ROLE FOR HISTORY OF MATHEMATICS AND SCIENCE IN MATHEMATICS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Editorial},
	chapter = {712-715},
	abstract = {My research fields are history of mathematics and science, mainly physics and astronomy. I have also published some works on mathematics and physics education (as to these works see Bussotti 2012a; Bussotti 2012b; Pisano-Bussotti, 2012; Bussotti 2013). I have often wondered which role history of science can have inside science education, basically referring to high school and university students. This subject dates back at least at the second half of the 19th century when an important debate took place in Europe as to the most appropriate manner to teach Euclidean geometry. There were various positions: scholars who thought Euclid (fl. 300 BC) had to be completely abandoned, others who believed that the Elements had to be almost literally taught and, between these two opposite extreme opinions, a series of intermediate ones existed (for this problems see Bussotti, 2012a, where a series of references is presented, too). The discussion on the role of history of science/mathematics inside science/mathematics teaching is hence a long period debate and I have no pretension to provide an answer, but only to point out some questions and to develop a reasoning around them.},
	keywords = {high school instruction, history of mathematics and science, mathematics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.712},
	url = {http://oaji.net/articles/2015/987-1425811173.pdf},
	author = {Paolo   Bussotti}
}
@article {299,
	title = {PREDICTING COLLEGE STUDENT ACHIEVEMENT IN SCIENCE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {322-336},
	abstract = {Given the worldwide interest in improving student academic attainment, it is important to the examine the variables impacting college students{\textquoteright} achievement. This research aimed to predict student achievement in an undergraduate level Scientific Research Method Course (SRMC) offered by Celal Bayar University, Turkey. This quantitative research adopted a descriptive correlation survey design. 198 sophomore college students were the participants of the study. Multiple linear regression analysis was used to examine how independent variables such as attitudes, competence in teaching methods, length of studying time, gender predict student achievement in SRMC. The findings showed that selected predictors accounted for 33.4 \% of students{\textquoteright} academic achievement in SRMC. Specifically, 23\% of this variance were explained by the total study hours; 9.4 \% of it originated from students{\textquoteright} attitudes toward the lesson; and 2\% of it originated from the students{\textquoteright} perceptions of the necessity and importance of the course. Further, these findings are positioned with respect to the previous research on predicting college student achievement.},
	keywords = {achievement, Attitude, College Student, science course, study time},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.322},
	url = {http://oaji.net/articles/2015/987-1425808310.pdf},
	author = {Abdurrahman Ilgan}
}
@article {274,
	title = {PREPARATION OF NEW PHYSICS TEACHERS FROM VARIOUS PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Editorial},
	chapter = {4-5},
	abstract = {There is no doubt, that preparation of new teachers significantly influences many aspects of education. Most of us, readers of this Journal, are involved in preparation of new science teachers. My group focuses on physics teachers for secondary school level and this is the main perspective of this reflection.
Many of us work with transformative model of the knowledge base for teaching and with the concept of pedagogical content knowledge (PCK) (Magnusson, Krajcik \& Borko, 1999). We highlight five components of PCK: orientation toward science teaching; knowledge (and beliefs) about science curriculum; knowledge (and beliefs) about students{\textquoteright} understanding of science topics; knowledge (and beliefs) about assessment in science; and knowledge (and beliefs) about instructional strategies for teaching science. Let{\textquoteright}s look at them from the perspective of pre-service teacher trainer.},
	keywords = {physics teacher, pre-service teacher training, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.04},
	url = {http://oaji.net/articles/2015/987-1425757465.pdf},
	author = {Peter Demkanin}
}
@article {288,
	title = {PRE-SERVICE CLASSROOM TEACHERS{\textquoteright} MISLEARNINGS OF CLASSIFICATION OF THE PLANT KINGDOM AND THE EFFECT OF PORPHYRIOS TREE ON REMOVING THEM{\textquoteright}},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {178-190 },
	abstract = {Students may acquire mislearnings in the course of their academic lives for various reasons and keep them for a lifetime. Some of the most common of those mislearnings are the alternative conceptions university students have about Biology lesson. This study was conducted through one-to-one interviews with 54 students at the 1st grade of the Department of Classroom Teaching in order to determine university students{\textquoteright} alternative learnings about the classification and the diversity of plants and remove these alternative learnings if there were any. In the end, it was found that students had mislearnings about the classification and the diversity of plants. The main mislearning was that students classify some of the plants they knew well in a wrong way according to the criteria which was not biological; for example, they thought fern and bryophyte were plants with seeds, fungi were plants, and the plants belonging to the family of Pinaceae did not have real leaves so they were included in the class of plants without seeds. In order to remove these mislearnings {\textquoteleft}Porphyrios Tree{\textquoteright}, which has a structure similar to a concept map, was used. As a result, a great majority of pre-service teachers{\textquoteright} alternative conceptions about the classification of plants were removed through this method of application.},
	keywords = {Classification, mislearnings, plants, porphyrios tree, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.178},
	url = {http://oaji.net/articles/2015/987-1425758578.pdf},
	author = {Selami Yangin}
}
@article {287,
	title = {PRE-SERVICE ELEMENTARY TEACHERS{\textquoteright} PERCEPTIONS AND OPINIONS ABOUT GREENHOUSE EFFECT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {159-177 },
	abstract = {Through this research, it was aimed to determine the Pre-Service Teachers{\textquoteright} perceptions and opinions about greenhouse effect. The research was carried out with 395 Pre-Service Elementary Teachers. The data in the research were collected through the questionnaire consisting of 36 items with likert type 5 related to greenhouse effect adapted into Turkish by K{\i}l{\i}n{\c c}, Boyes and Stanisstreet (2008) developed by Boyes and Stanisstreet (1993) and an open-ended question. The quantitative data obtained from the questionnaire used in the research were analyzed using SPSS package program. The qualitative data obtained from an open-ended question were evaluated using the descriptive analysis technique. According to the results of the research, it has been observed that Pre-Service Teachers are not equipped with the sufficient knowledge about environmental problems. It has been concluded that Pre-Service Elementary Teachers established the false cause-effect relationship between environmental problems such as greenhouse effect, ozone layer problem, acid rain.},
	keywords = {global warming, Greenhouse Effect, pre-service elementary teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.159},
	url = {http://oaji.net/articles/2015/987-1425758519.pdf},
	author = {Zeynep Aksan and Dilek {\c C}elikler}
}
@article {293,
	title = {PRE-SERVICE SECONDARY SCIENCE TEACHERS{\textquoteright} IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {249-260 },
	abstract = {The purpose of this study is to explore pre-service secondary science teachers{\textquoteright} images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers{\textquoteright} images is 24.62\% student-centred, 53.85\% between student and teacher-centred, and 21.4\% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers.},
	keywords = {DASTT-C, Pre-Service Science Teacher, secondary science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.249},
	url = {http://oaji.net/articles/2015/987-1425758849.pdf},
	author = {Huseyin Akkus}
}
@article {319,
	title = {PROBLEM BASED LEARNING IN ACIDS AND BASES: LEARNING ACHIEVEMENTS AND STUDENTS{\textquoteright} BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {565-578 },
	abstract = {This study aimed to investigate the effects of Problem Based Learning on high school students{\textquoteright} understanding of ionization of water and acid and base strength. Students{\textquoteright} beliefs about Problem Based Learning were also analysed. A quasi-experimental design was conducted in this study. While students in the experimental groups were instructed via Problem Based Learning, teacher-centred approach was used in the control groups. Before the instructions, a prerequisite knowledge test was applied to identify their prerequisite knowledge to learn the topics, and no significantly differences were found between experimental and control groups. After the instructions, a post-test was applied to determine their understanding of the topics. The results indicated that the mean scores of the students in the experimental groups were significantly higher than those in the control groups. Problem Based Learning Assessment Scale results reflected that students{\textquoteright} positive beliefs increased after each activity. Based on these results, it can be concluded that PBL instruction is effective in concept learning in chemistry education. },
	keywords = {acid and base strength, acids and bases, ionization of water, problem based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.565},
	url = {http://oaji.net/articles/2015/987-1425810314.pdf},
	author = {Leman   Tarhan and Burcin   Acar-Sesen}
}
@article {275,
	title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {6-20},
	abstract = {The aim of this study is to determine the self-efficacy beliefs of prospective physics teachers about teaching the subjects of Force and Motion and their conceptual understanding on the subjects. Also, relationship between the self efficacy beliefs and conceptual understanding was investigated. Additionally, the effects of a teaching sequence upon aforementioned variables were examined. Data was collected through Force Concept Inventory and The Scale of Self-Efficacy about Teaching the Subjects of Force and Motion. The findings revealed that prospective physics teachers didn{\textquoteright}t have a sufficient conceptual understanding of Force and Motion, although they had high self efficacy beliefs about teaching the subject. A positive but weak correlation between self efficacy beliefs and conceptual understanding was found. The teaching sequence led to a statistically significant improvement in the prospective teachers{\textquoteright} self efficacy beliefs about teaching and their conceptual understanding of the subjects. The teaching sequence also led to enhance congruence between the variables.},
	keywords = {Conceptual Understanding, force and motion, physics education, Self Efficacy, teacher self efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.06},
	url = {http://oaji.net/articles/2015/987-1425757515.pdf},
	author = {Rabia Tanel}
}
@article {317,
	title = {PURE AND APPLIED, MORAL AND PRAGMATIC: THE PROPER WAY TO IMPROVE SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Editorial},
	chapter = {544-547},
	abstract = {In recent years many researchers (ROSE Project in particular) have stated the Science has become one of unpopular areas of knowledge. Most students and graduates are not going to link their fates with the Science and Technology. As the result, we are facing the decline of University Science and Technology Education, as only few talented students choose Science as their priority area of their interest and even less of them decide to teach the Science in school and University.
 In view of the fact that the image of Science emerged at the intersection of interests and perceptions of the general public and scientists, it is important to understand the role of academia in shaping their own public image.
 What kind of self-image do we (scientists and educators) promote?
 Which kind of audience do we reach out?
 How do we interact with this audience?
 To explore the lessons from the history, we could find those, which are particularly obvious. Rather than contemplating the identity of Science in order to derive and support an adequate image, scientists (both researchers, policy makers and, finally, {\textendash} what strange enough {\textendash} educators) have preferred to hide themselves behind the industry and technology. Instead of explaining what Science is, we usually have pointed to technological progress. And when audience being questioning more critical, we propose the clich{\'e} variant of reflection with exaggerated promises of technological progress, even if nobody would listen. The tendency has become a matter of routine and widely accepted. Butt obviously the clich{\'e} approach, which is out of the interests of majority of population, leads to fiasco.},
	keywords = {key technologies, moral aspect, moral component, public opinion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.544},
	url = {http://oaji.net/articles/2015/987-1425810097.pdf},
	author = {Todar Lakhvich}
}
@article {281,
	title = {A READING CURRICULUM FOR THE HOMO ZAPPIENS GENERATION: NEW CHALLENGES, NEW GOALS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {92-106},
	abstract = {A new model for a 21st century reading curriculum (RC), needed as a consequence of the changes made by new technologies on human brains in the last two decades, will be presented. Cognitive science warns that some of these changes can seriously threaten the science learning process in school. This of course has implications for the educational system {\textendash} including, perhaps primarily, the RC. A RC for the {\textquotedblleft}Homo zappiens{\textquotedblright} (HZ) generation should comprise of two kinds of reading competences: informative and explicatory reading/learning texts strategies (=off-line reading competence); ICT reading/learning strategies (= on-line reading competence). Both of these are essential for reading, especially for reading both types of natural science texts: those on the screen and those on the paper -in the natural science textbook and in the secondary science literature. The results of the meta-analysis, which was used to examine the basis for implementing a reading curriculum for Homo zappiens by natural science teachers in the near future, are an important part of our research. The question is crucial and relevant because research has proven a strong connection between reading competence, reading comprehension and learning success generally, particularly in a science field. The results have shown a strong absence of interest among natural science teachers regarding reading competence for comprehension of science texts.},
	keywords = {comprehension strategies, natural science, reading strategies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.92},
	url = {http://oaji.net/articles/2015/987-1425757826.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {276,
	title = {THE RELATIONSHIP BETWEEN SELF-EFFICACY, SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT: A PATH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {21-33},
	abstract = {This structural equation modeling study aimed to investigate both direct and indirect relationships among self-efficacy for learning and performance, cognitive self-regulated learning strategies (CSR), metacognitive self-regulated learning strategies (MSR), time and study environmental management strategies (TSEM), effort regulation strategies and biology achievement of Turkish high schools students. Results of a path analysis showed that students who have high self-efficacy, MSR, TSEM and organizational strategies to complete a task in the face of difficulties can become successful in biology. Also, the findings were found that higher levels of self-efficacy directly associated with CSR, MSR, TSEM and effort regulation strategies. Moreover, mediator analyses explained several mediator effects between these variables that are discussed with the importance of motivational and learning strategies in achievement.},
	keywords = {biology achievement, resource management strategies, self-efficacy, self-regulated learning strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.21},
	url = {http://oaji.net/articles/2015/987-1425757563.pdf},
	author = {Ozlem Sadi and Miray Uyar}
}
@article {292,
	title = {RESULTS OF PISA AND EVALUATION OF COMPUTER SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {234-248},
	abstract = {In the PISA scientific literacy monitoring carried out in 2006 and 2009 Slovak students achieved results below the OECD average scores while Czech students achieved significantly better results. Following the PISA results there was carried out a research aimed at evaluation of the current state of computer science education/informatics teaching at an upper secondary school level in both countries and moreover also in Belgium. In all three concerned countries a lack of textbooks of an appropriate quality was identified as a main weakness. Further identified weaknesses were: in Slovakia a problem of a lack of tasks attractive for students, in the Czech Republic a weak attractiveness of the teacher{\textquoteright}s presentation of new material for students and identically to Belgium a lack of engagement of students in tasks solved in class. Positively evaluated was: in Slovakia attractiveness of the curriculum and methods of new material presentation by teachers, and in the Czech Republic and Belgium clarity of the teacher{\textquoteright}s presentation of new curriculum.},
	keywords = {current state of computer science education, evaluation of informatics teaching, international comparison, monitoring of students{\textquoteleft} scientific literacy, strengths and weaknesses of informatics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.234 },
	url = {http://oaji.net/articles/2015/987-1425758806.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek}
}
@article {372,
	title = {SEMANTIC DIFFICULTIES IN SCIENCE AND THEIR IMPLICATIONS FOR EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Editorial},
	chapter = {444{\textendash}447 },
	abstract = {Generally speaking, a scientific activity consists in observing phenomena of nature, quantifying the observations, measurements \& modelling data, eventual theory would be birth. Each of these steps is based on a vocabulary, more or less specific to the relevant discipline, and depends on a critical way, and making use of oral-and-written scientific expressions; partially within natural language. Nevertheless, if some scientific words correspond, generally speaking, to words used in the daily life-natural language (for example weights, force, energy, work, heat etc.), it does not mean scientific concepts are discussed: i.e., reputedly difficult such as entropy, the total change in entropy or entropy production, etc. How can we make a sense of these semantic difficulties? },
	keywords = {linguistic difficulties, pedagogical difficulties, science education, scientific activity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.444},
	url = {http://oaji.net/articles/2015/987-1447523179.pdf},
	author = {Abdelkader Anakkar}
}
@article {383,
	title = {STUDENT DIFFICULTIES IN SOLVING PROBLEMS CONCERNING SPECIAL RELATIVITY AND POSSIBLE REASONS FOR THESE DIFFICULTIES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {573{\textendash}582 },
	abstract = {There are two main purposes of this study. The first is to determine the basic difficulties of students in solving problems about the theory of special relativity, and the second is to identify the possible causes leading to these difficulties. To achieve these goals, 3 open-ended questions were administered to the participants. These questions were answered by 78 students who had been enrolled in a modern physics course. Out of 78 students, 24 students were selected for interviewing. Commonly used textbooks were also analyzed in order to determine whether there are differences in content. The results of the analysis showed that the students had difficulties in selecting the proper frames of reference. In addition, they could not use the concepts included in the fundamental equations accurately in accordance with their meanings. The main reasons behind these difficulties seem to be the improper generalizations of students. Moreover, the different representations of the fundamental equations in the various textbooks were also seen as the reason for the difficulties students encountered.},
	keywords = {Problem Solving, special relativity, student difficulties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.573},
	url = {http://oaji.net/articles/2015/987-1447523958.pdf},
	author = {Zafer Tanel}
}
@article {382,
	title = {STUDENTS AND STUDENT TEACHERS{\textasciiacute} ABILITY TO NAME ANIMALS IN ECOSYSTEMS: A PERSPECTIVE OF ANIMAL KNOWLEDGE AND BIODIVERSITY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {559{\textendash}572 },
	abstract = {In this survey Finnish lower and upper secondary education students{\textasciiacute} and student teachers{\textasciiacute} (n=514) knowledge of the animal names (species) in relation to ecosystems was studied using a questionnaire. The results were interpreted with regard to the biodiversity of the ecosystem. Nordic fen, spruce-dominated coniferous forest, tropical rainforest, and savannah were studied. The respondents were aware of animals living in the four ecosystems, especially of mammals and birds. The animals of the indigenous Nordic fen were the least known, as evidenced by the low average number of the names and the highest number of falsely named animals. Furthermore, the animals of the savannah were the best known by the students in lower and upper secondary education, while the animals of the spruce-dominated coniferous forest were best known by student teachers. The invertebrates were nearly forgotten from all ecosystems, although they are an essential part of biodiversity and food chain/web. Research results show that students{\textquoteright} knowledge of the animals in relation to their autecological matters should be improved in all information sources provided.},
	keywords = {biodiversity, Finnish student teachers, lower and upper secondary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.559},
	url = {http://oaji.net/articles/2015/987-1447523911.pdf},
	author = {Eija Yli-Panula and Eila Matikainen}
}
@article {378,
	title = {STUDYING THE PUBLIC OPINION OF GEOGRAPHY AS A SUBJECT AND ITS KNOWLEDGE ELEMENTS: A CASE OF HUNGARY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {508{\textendash}522 },
	abstract = {Despite the long history of the science of geography, its current educational position is uncertain. Meanwhile, it offers knowledge elements useful in everyday life, required for literacy in natural sciences. The subject is unique in giving information necessary for orientation in the social-economic field and reveals the relationship between the society and the environment. In Hungary the public educational requirements for a subject include the incorporation of social scientific results or the transfer of integrated knowledge founding such results. This requirement is met fully in the curriculum of geography, however, continuously decreasing the number of lessons reduces its efficiency. The questionnaire survey covering 1218 respondents focuses on the position of geography as a subject in public education and on the opinion regarding the knowledge it provides and assesses the depth of geography people have from what they learnt in school.},
	keywords = {education of geography, knowledge of geography, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.508},
	url = {http://oaji.net/articles/2015/987-1447523549.pdf},
	author = {Erika Homoki and L{\'a}szl{\'o} S{\"u}t{\H o}}
}
@article {329,
	title = {SUCCESS AND FAILURE IN SCIENCE EDUCATION: A FOCUS GROUP STUDY ON TURKISH STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {716-729},
	abstract = {This study aims to investigate primary school students{\textquoteright} success and failure in science courses. The participants of the study included 24 students enrolled in the 8th grade of a secondary school and focus group interviews were held. It was observed in the study that the successful students focused more on science and mathematics classes, while the unsuccessful students did more on verbal classes. Considering the topics the successful group considered related to the science class, the students in the successful group focused on the knowledge that made their life easier and that they could use in their life, while the unsuccessful group paid more attention to the importance of the topic. Moreover, it was observed that both groups used similar learning strategies. According to the findings of the study, it can be claimed that the interest and the support of the family and social environment play an important role in success in science class. },
	keywords = {focus group, primary education, science courses, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.716},
	url = {http://oaji.net/articles/2015/987-1425811217.pdf},
	author = {Mutlu Pinar Demirci Guler}
}
@article {375,
	title = {SUSTAINABILITY IN SCHOOLS OF EDUCATION IN TURKEY: IN THE WORDS OF LECTURERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {469{\textendash}482 },
	abstract = {By means of its major contribution to the values, health and wellbeing of society, higher education has an important role for constructing a sustainable society. Schools of educations, however, have an important role for growing future teachers capable of making sustainable decisions and the ability to integrate sustainability into their lectures. Accordingly, this research has been designed to find out higher education institutions{\textquoteright} implementation and scholarly activities related to sustainability in the words of lecturers. The results have been obtained through the application of an adapted version of the Sustainability Assessment Questionnaire (SAQ). The sample of the study consisted of 7 schools of education in Turkey and 232 lecturers. Results showed that, sustainability concept has rarely been taught and the institutions do not include the concept either into their structure or the mission. },
	keywords = {higher education, sustainability assessment questionnaire, university lecturers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.469},
	url = {http://oaji.net/articles/2015/987-1447523384.pdf},
	author = {B{\"u}lent Cavas and Hamide Ertepinar and Gaye Teksoz}
}
@article {320,
	title = {THE TEACHERS{\textquoteright} OPINIONS AND REQUIREMENTS OF BIOLOGY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {579-591 },
	abstract = {The problematic of science skills of pupils and students is important to investigate, due to decreasing of attitudes and knowledge of respondents. The presented results are part of bigger investigation, which included the investigation of chemistry, biology and geography teachers on the pupils/students skills. In the study are presented results for the biology part. The aim of research was to prepare, perform and evaluate a questionnaire research, which is based on the above mentioned proposal of biology skills and which investigates the opinions and requirements of lower secondary (ISCED 2) and secondary general (grammar) school (ISCED 3)� teachers on the biology skills of graduates from the lower secondary school� and graduates from grammar schools. A research sample consisted of two groups of teachers. The first group were teachers from lower secondary schools (n = 53) and the second group were teachers from secondary general (grammar) schools (n = 68). As a research tool was used a questionnaire with 4-point Likert type items. Inductive statistics was used for verification of hypotheses; specifically t-test was used for the determination of differences in the answers between lower secondary and grammar school teachers. Grammar school teachers achieved higher score in the majority of cases. The recommendations are mentioned in the conclusion part.},
	keywords = {biology skills, inquiry-based science teaching (IBSE), pupils/students, Questionnaire, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.579},
	url = {http://oaji.net/articles/2015/987-1425810384.pdf},
	author = {Radka   {\v C}udov{\'a} and Milan Kubiatko and Sabina   Radvanov{\'a} and V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a}}
}
@article {314,
	title = {TEACHERS{\textquoteright} PEDAGOGICAL STRATEGIES FOR INTEGRATING MULTIMEDIA TOOLS IN SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {509-524 },
	abstract = {Since the widespread introduction of Information and Communication Technology (ICT) in education the use of multimedia environments has increased substantially. This qualitative study analyse how teachers integrate multimedia tools into teaching and learning sequences (TLS) in science education. Four in-service teachers{\textquoteright} groups have been investigated across a 40 h teachers{\textquoteright} training course to analyse their pedagogical strategies and difficulties for introducing multimedia tools in science teaching. During the training program to discuss multimedia environments teachers (n=14) were invited to build teaching learning sequences (TLS) about some science content using multimedia tools. The results obtained through a content analysis suggest that these teachers are integrating multimedia tools mostly to enhance particular concepts and skills (integrated approach) than to innovate presentations (enhancement approach). In all cases teachers adopted structured tasks and in two of these they were not aware of the necessity to make explicit links between the multimedia tools and the other activities. Some difficulties related to pedagogical approaches and teachers{\textquoteright} knowledge are discussed.},
	keywords = {multimedia tools, science education, Teachers{\textquoteright} knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.509},
	url = {http://oaji.net/articles/2015/987-1425809563.pdf},
	author = {Celeste   Ferreira and M{\'o}nica   Baptista and Agnaldo Arroio}
}
@article {374,
	title = {TEACHERS{\textquoteright} VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {458{\textendash}468 },
	abstract = {This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers{\textquoteright} views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students{\textquoteright} critical thinking, inquiry learning skills and help them relate their knowledge to daily life. },
	keywords = {concept cartoons, Problem-Based Learning, Science and Technology Teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.458},
	url = {http://oaji.net/articles/2015/987-1447523317.pdf},
	author = {Ali Gunay Balim and Suat Turkoguz and Ummuhan Ormanci and Sevinc Kacar and Ertug Evrekli and Erkan Ozcan}
}
@article {332,
	title = {TEACHING GENERAL CHEMISTRY WITH INSTRUCTOR{\textquoteright}S SCREEN SHARING: STUDENTS{\textquoteright} OPINIONS ABOUT THE IDEA AND ITS IMPLEMENTATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {759-773},
	abstract = {Knowing students{\textquoteright} opinions about instructor{\textquoteright}s screen sharing via various media is important for developing online science courses including chemistry. This study examined university students{\textquoteright} opinions about the idea and the practice of instructor{\textquoteright}s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students{\textquoteright} reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.},
	keywords = {chemistry education, online teaching, screen sharing, Second Life, Skype},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.759},
	url = {http://oaji.net/articles/2015/987-1425811358.pdf},
	author = {Uladzimir Slabin}
}
@article {376,
	title = {TURKISH MIDDLE SCHOOL STUDENTS{\textquoteright} CONCEPTIONS AND MODELLING OF CHEMICAL BONDS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {483{\textendash}496 },
	abstract = {The purposes of this study were to identify students{\textquoteright} conceptions of chemical bonds and to determine, after instruction, the changes these conceptions undergo. The dataset for this study arises from an administered questionnaire that includes answers to three open{\textendash}ended questions from 76 6th grade students and 56 7th grade students. Analysis of the qualitative data obtained through the questionnaire indicates that the majority of students had difficulty comprehending the modelisation of chemical bonds and that levels of interpreting these concepts of chemical bonds was much lower than what is required at the end of these different grades. The study showed that students have similar conceptions of bonding affinity expressed though a language of kinship and convenience, as used in 17th century. Additionally, the students{\textquoteright} conceptions also reflect the 18th century{\textquoteright} macro level concept of affinity expressed through the notion that likes attract.},
	keywords = {chemical bond, intermolecular bond, intramolecular bond, modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.483},
	url = {http://oaji.net/articles/2015/987-1447523453.pdf},
	author = {Aytekin Cokelez and Bur{\c c}kin Dal and Gonca Harman}
}
@article {335,
	title = {TURKISH PRE-SERVICE TEACHERS{\textquoteright} VIEWS OF SCIENCE-TECHNOLOGY-SOCIETY: INFLUENCE OF A HISTORY OF SCIENCE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {793-802},
	abstract = {This research is conducted to explore the pre-service teachers{\textquoteright} views of science-technology-society (STS) issues and to investigate the influence of a History of Science (HOS) course on these views. The influence of teaching STS issues through different instructional approaches on the pre-service teachers{\textquoteright} views was also examined. Sample is consisted of 93 pre-service teachers. 11 adapted items of Views of Science-Technology-Society (VOSTS) questionnaire (Aikenhead, Ryan \& Fleming, 1989) were administered. Descriptive and inferential statistics (Wilcoxon Sign-Test) were used to examine and compare pre-service teachers{\textquoteright} pre- and post-test responses. Findings revealed that the HOS course and the instructional approach did not have significant influences on the pre-service teachers{\textquoteright} STS views.},
	keywords = {history of science, pre-service teachers, science-technology-society, views of science-technology-society questionnaire},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.793},
	url = {http://oaji.net/articles/2015/987-1425811588.pdf},
	author = {Ebru   {\"O}zt{\"u}rk-Akar and Do{\u g}an   Do{\u g}an}
}
@article {322,
	title = {TURKISH STUDENT BIOLOGY TEACHERS{\textquoteright} CONCEPTUAL STRUCTURES AND SEMANTIC ATTITUDES TOWARDS MICROBES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {608-639},
	abstract = {The aim of the current study is to investigate student biology teachers{\textquoteright} cognitive structures related to "microbe". The mixed research design was applied in this study. The data were collected from 44 student biology teachers. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. With the help of these categories, the cognitive structures of student biology teacher were explained. These categories were determined as definition of microbes, microbial variety and activity, immunity. It was determined that student biology teachers{\textquoteright} semantic attitudes towards microbe were at a neutral level in terms of mean scores of all adjectives considered; however� based on each and every adjective, they mostly perceive microbes as infectious, contagious, and dirty. Moreover, the data collected through two data collection instruments indicated that student teachers had misconceptions about microbes considering the themes determined.},
	keywords = {cognitive structure, microbe, misconception, semantic differential attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.608},
	url = {http://oaji.net/articles/2015/987-1425810489.pdf},
	author = {Hakan Kurt}
}
@article {296,
	title = {TURKISH STUDENTS{\textquoteright} IMAGES OF SCIENTISTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {289-299 },
	abstract = {This study analyses the drawings of scientists done by Turkish students, primarily to learn how the students have represented scientists and to find out the stereotypical images that they use. The drawings are compared with the results of a similar study conducted twelve years earlier by the same author. Gender characteristics and differences are a focus of interest. The Draw-a-Scientist Test (DAST) was used to record and analyse the images. The sample for the study consisted of 520 students from various grade levels. Their drawings are discussed in terms of three themes: the general use of standard indicators, gender differences in stereotypical images, and implications of the results for teaching and learning science.},
	keywords = {Draw-A-Scientist Test (DAST), images of scientists, in science education, scientific literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.289 },
	url = {http://oaji.net/articles/2015/987-1425807961.pdf},
	author = {Ay{\c s}enur Yontar To{\u g}rol}
}
@article {381,
	title = {UPPER SECONDARY STUDENTS{\textquoteleft} SELF-PERCEPTIONS OF BOTH THEIR COMPETENCE IN PROBLEM SOLVING, DECISION MAKING AND REASONING WITHIN SCIENCE SUBJECTS AND THEIR FUTURE CAREERS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {544{\textendash}558 },
	abstract = {Science education is expected to play a major role in developing abilities of students and in conjunction with meaningful learning in science lessons, its impacting on students{\textquoteright} future careers. A three part instrument was composed, based on a review of relevant international literature plus competences emphasised in the Estonian curriculum, related to process operational thinking, gathering students{\textquoteright} perceptions of the science provision offered and students{\textquoteright} future career preferences. The study was carried out in November 2011 on grade 10 students (N=2217) and in April 2012 on grade 11 students (N=1821) from the same set of schools. Findings indicated that students{\textquoteright} perceived competence, despite grade, gender or school average examination results, was similar. Even more, students felt that Biology and Geography subjects focused more on skills development than Physics and Chemistry. As in previous studies, conducted at the lower secondary (grade 9) level, students indicated they were not interested in science related careers and preferred to seek employment in the field of social science.},
	keywords = {career preferences, perceived competence, science subjects},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.544},
	url = {http://oaji.net/articles/2015/987-1447523864.pdf},
	author = {Regina Soobard and Miia Rannikm{\"a}e}
}
@article {283,
	title = {USEFULNESS OF OUT-OF-SCHOOL LEARNING IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Editorial},
	chapter = {128-129},
	abstract = {Out-of-school learning has been playing an increasingly important role in science education. It can be implemented in various ways and encompasses learning activities that take place outside normal lessons reserved for compulsory education. This form of education is typically not coordinated by the school itself and young people take part in it voluntarily. It resembles {\textquotedblleft}outdoor education{\textquotedblright}, which is, however, more closely linked with meeting aims stemming from formal education. Since the learning activities used in both forms of education are similar, very often solutions and experiences in one form are transferred to the other.
One of the many advantages of out-of-school learning is the fact that is helps increase students{\textquoteright} interest in education by creating extra learning opportunities in the real world. It also makes it possible to discover gifted pupils and develop their talents. However, there is a major issue that needs to be investigated, which is how out-of-school learning influence students{\textquoteright} future actions and decisions concerning science education, bearing in mind that this form of education cannot replace formal education and can only support it. That is why scholars are conducting research with the aim of determining the impact of out-of-school activities on improving the learning of science, especially on outcomes such as achievement, interest in science, careers in science, self-efficacy, perseverance, and effort in learning science (Tran, 2011).},
	keywords = {formal education, out-of-school learning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.128},
	url = {http://oaji.net/articles/2015/987-1425758324.pdf},
	author = {Ryszard M. Janiuk}
}
@article {327,
	title = {VALIDATION OF A SCALE OF ATTITUDES TOWARD SCIENCE ACROSS COUNTRIES USING RASCH MODEL: FINDINGS FROM TIMSS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {692-702},
	abstract = {The purpose of the present study was to validate a scale of attitudes toward science based on items and data of TIMSS 2007. The present research introduces several implications and recommendations for science education researchers who are interested in validating and using instruments to measure attitudes toward science. This research examined, from Rasch measurement perspectives, to what extent the scale was valid across diverse participating countries from Rasch measurement perspectives. The data of the highest three achieving countries (Singapore, Taiwan, and Japan), the lowest three achieving countries (Qatar, Botswana, and Ghana), and three average achieving countries (Australia, Scotland, and Italy) were analyzed using WINSTEPS software. Several Rasch analyses (e.g, fit statistics, PCA, and person/item map reliability analysis) were performed to validate the scale. Although most of the item fit the Rasch model, a few items were found to be misfitting. Then, the misfitting items were eliminated and a second analysis for the fitting eight items was performed to check on the validity of the scale. The results provided evidences that support the validity of the scale based on Rasch measurement.},
	keywords = {attitudes toward science, Rasch measurement, science education, validity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.692},
	url = {http://oaji.net/articles/2015/987-1425810820.pdf},
	author = {Saed   Sabah and Hind   Hammouri and Mutasem   Akour}
}
@article {308,
	title = {WHAT NOS TEACHING PRACTICES TELL US: A CASE OF TWO SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {424-439 },
	abstract = {Translation of nature of science (NOS) views into teaching practice and the development of teachers{\textquoteright} NOS teaching are still open to investigation. Therefore, how teachers{\textquoteright} translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers{\textquoteright} views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice.},
	keywords = {in-service teachers, nature of science, professional development program},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.424},
	url = {http://oaji.net/articles/2015/987-1425809032.pdf},
	author = {Nihal Dogan and Jale Cakiroglu and Kader Bilican and Seda Cavus}
}
@article {253,
	title = {ADAPTATION INTO TURKISH OF THE PLANT ATTITUDE QUESTIONNAIRE},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {175-183 },
	abstract = {Plants are indispensable living elements of the world due to their role in sustaining of life. However, many studies have shown that in general children and adults{\textquoteright} knowledge and perceptions about plants are limited and they both find animals more interesting than plants. The purpose of this study was to adapt Plant Attitude Scale (PAS) developed by Fancovicova and Prokop (2010) into Turkish and to investigate the validity and reliability of the scale. Five hundred seventeen primary school students participated in the study. To determine the structural validity of PAS, exploratory and confirmatory factor analyses were conducted. The Cronbach alpha coefficient was calculated for the dimensions of scale. Results of the study indicate that Turkish version of the PAS is valid and reliable for measuring attitudes toward plants.},
	keywords = {plant attitude scale, Reliability, scale adaptation, validity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.175},
	url = {http://oaji.net/articles/2014/987-1419167776.pdf},
	author = {Meryem Selvi}
}
@article {272,
	title = {ASSESSING PRE-SERVICE TEACHERS (DIS) LIKING OF SOME ANIMAL SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {393-402 },
	abstract = {The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed {\textquotedblleft}pleasant animals{\textquotedblright} and {\textquotedblleft}unpleasant animals{\textquotedblright}. {\textquotedblleft}Unpleasant animals{\textquotedblright} were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while {\textquotedblleft}pleasant animals{\textquotedblright} were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward {\textquotedblleft}unpleasant{\textquotedblright} animals. And students with more frequent exposure to natural environments had more positive attitudes to {\textquotedblleft}pleasant animals{\textquotedblright}.},
	keywords = {animals, biology education, Experiences, pre-service, primary school education, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.393},
	url = {http://oaji.net/articles/2014/987-1419169320.pdf},
	author = {Gregor Torkar and Milan Kubiatko and Barbara Bajd}
}
@article {243,
	title = {ASSESSMENT OF PRESERVICE TEACHERS{\textquoteright} KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {78-93},
	abstract = {This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers{\textquoteright} knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.},
	keywords = {Attitude, biotechnology, cross-cultural, knowledge},
	issn = {78-93},
	doi = {https://doi.org/10.33225/jbse/12.11.78},
	url = {http://oaji.net/articles/2014/987-1419167090.pdf},
	author = {Mehmet Erdo{\u g}an and Murat {\"O}zel and Saouma BouJaoude and Vincentas Lamanauskas and Muhammet U{\c s}ak and Pavol Prokop}
}
@article {252,
	title = {COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {164-174 },
	abstract = {The research presents a case study in the scope of which real and virtual field trips have been compared. The emphasis was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology. A pre-existing natural trail in the protected area of Maribor Island was chosen and digitized for the purposes of the study. During the development of the virtual trail, real fieldwork was simulated in order to ensure a valid comparison. In the spring of 2011, field exercise tests were conducted by means of a study sample consisting of 211 (8th grade) lower secondary school students.
The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. The results have also led to the conclusion that the students participating in the real field trip were more successful in their performance regarding the exercises they had been assigned, which included real objects serving as tools supporting the students in their observation and investigation endeavours. On the other hand, the students participating in the virtual field trip were more successful with regard to computer-assisted exercises, where they were able to access additional information on more complex processes.},
	keywords = {Education, knowledge gain, lower secondary school, virtual field trip},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.164},
	url = {http://oaji.net/articles/2014/987-1419167662.pdf},
	author = {Miro Puhek and Matej Per{\v s}e and Andrej {\v S}orgo}
}
@article {267,
	title = {A COMPARISON OF CHEMISTRY TEACHERS{\textquoteright} AND GRADE 11 STUDENTS{\textquoteright} ALTERNATIVE CONCEPTIONS OF {\textquoteleft}RATE OF REACTION{\textquoteright}},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {333-346 },
	abstract = {The purpose of this study is to compare alternative conceptions of chemistry teachers and Grade 11 students on the subject of {\textquoteleft}rate of reaction{\textquoteright}. This study was conducted with a total of seventy chemistry teachers and seventy two grade 11 students. To collect data, a {\textquoteleft}rate of reaction{\textquoteright} concept test comprising 9 lead and 10 sub-questions (in total 19 items) were employed. Also, a structured interview session was conducted with 10 chemistry teachers and 13 grade 11 students. Since the chemistry teachers and grade 11 students possessed similar alternative conceptions, it can be deduced that the chemistry teachers seem to have been principal source at transmitting their alternative conceptions to the grade 11 students. It is recommended that, a common database or website should be created to afford the current chemistry teachers to easily access to improved teaching materials and/or instruments in chemistry education.},
	keywords = {Alternative Conception, chemistry teacher, grade 11 students, rate of reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.333},
	url = {http://oaji.net/articles/2014/987-1419168982.pdf},
	author = {Ali Kolomu{\c c} and Muammer {\c C}al{\i}k}
}
@article {1144,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {199},
	abstract = {Contents, Vol. 11, No. 3, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646244031.pdf},
	author = {Editorial Board}
}
@article {1147,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {111},
	abstract = {Contents, Vol. 11, No. 2, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646309039.pdf},
	author = {Editorial Board}
}
@article {1141,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {299},
	abstract = {Contents, Vol. 11, No. 4, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646165423.pdf},
	author = {Editorial Board}
}
@article {1150,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 11, No. 1, 2012, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646328284.pdf},
	author = {Editorial Board}
}
@article {1146,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {109-110},
	abstract = {Cover page, Vol. 11, No. 2, 2012, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646308982.pdf},
	author = {Editorial Board}
}
@article {1143,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {197-198},
	abstract = {Cover page, Vol. 11, No. 3, 2012, JBSE},
	keywords = {cover page},
	url = {https://oaji.net/articles/2022/987-1646243937.pdf},
	author = {Editorial Board}
}
@article {1140,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {297-298},
	abstract = {Cover page, Vol. 11, No. 4, 2012, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646165348.pdf},
	author = {Editorial Board}
}
@article {1149,
	title = {COVER},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 11, No. 1, 2012, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646328230.pdf},
	author = {Editorial Board}
}
@article {263,
	title = {A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS{\textquoteright} CREATIVITY STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {285-292 },
	abstract = {1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors{\textquoteright} side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen{\textquoteright}s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.},
	keywords = {creativity styles, prospective elementary teachers, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.285},
	url = {http://oaji.net/articles/2014/987-1419168605.pdf},
	author = {Andrej {\v S}orgo and Vincentas Lamanauskas and Slavica {\v S}imi{\'c} {\v S}a{\v s}i{\'c} and Milan Kubiatko and Pavol Prokop and Jana Fan{\v c}ovi{\v c}ova and Martin Bilek and Iztok Toma{\v z}i{\v c} and Mehmet Erdogan}
}
@article {255,
	title = {DEVELOPMENT OF SCIENTIFIC RESEARCH ACTIVITY AS THE BASIC COMPONENT OF SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Editorial},
	chapter = {200-202 },
	abstract = {Scientific research activity (SRA) in comprehensive school is not a new phenomenon. Similar actions have been paid attention at various stages of education. Changes in the quality and quantity of the current stage of society development show a different situation: the pace of life increases, the {\textquotedblleft}turbulence{\textquotedblright} of the surroundings is observed, globalization and social and economical changes in various segments of society gain more power. At the moment, the education system in Lithuania and other countries is facing different changes. As for the reorganization of Lithuanian education system within the period of the last two decades, it seems to be an intensive and ambiguous process. Lithuania had to pose two fundamental challenges: first, to proceed from the so called {\textquotedblleft}soviet{\textquotedblright} system of education the one based on national identity and experience, and second, to adapt the new system to the needs for modern society fully integrating the experience of international education. The adjustment of national and international components has remained the major problem of Lithuanian education system up to now.
SRA is obviously must be developed and reach an appropriate level in all comprehensive schools, including stages from the institution of pre-school education to upper-secondary school. Thus, three crucial moments must be considered:
{\textbullet} finding / discovering / involving students as young researchers;
{\textbullet} creating a system of educating students as young researchers;
{\textbullet} training the staff undertaking SRA for students.},
	keywords = {comprehensive school, educational process, scientific research activity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.200 },
	url = {http://oaji.net/articles/2014/987-1419168032.pdf},
	author = {Vincentas Lamanauskas}
}
@article {242,
	title = {THE DIFFUSIONIST-EVOLUTIONIST MODEL OF E-LEARNING DEVELOPMENT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {67-77 },
	abstract = {This paper explores development of the discipline of e-learning. It develops the evolutionist model of e-learning development and compares it with the diffusionist model of e-learning development. Using transdisciplinary research methodology, it develops the diffusionist-evolutionist model of e-learning development. The diffusionist aspect of the model concentrates to practical issues such as introducing e-learning into educational institutions. The evolutionist aspect of the model concentrates to theoretical issues such as comparative studies of historical developments. On such basis, the diffusionist-evolutionist model provides a single practical framework for describing small-scale and large-scale e-learning development. Following methodological restrictions, the diffusionist-evolutionist model does not reflect any natural principle. As a research principle, it only aims at improving our current descriptions of e-learning development.},
	keywords = {diffusion of innovations, diffusionism, e-learning development, evolutionism, transdisciplinary research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.67},
	url = {http://oaji.net/articles/2014/987-1419166989.pdf},
	author = {Petar Jandric}
}
@article {240,
	title = {EFFECT OF STUDENT TEAMS-ACHIEVEMENT DIVISIONS TECHNIQUE USED IN SCIENCE AND TECHNOLOGY EDUCATION ON SELF-EFFICACY, TEST ANXIETY AND ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {43-54 },
	abstract = {The main purpose of this study was to determine the effect of teaching the "Force and Motion" unit of the Science and Technology class using the Student Teams-Achievement Divisions (STAD) technique on self efficacies, test anxiety and academic achievements of seventh grade students. The STAD technique was applied to the experiment group; the existing program based on constructivism to control-1 group, and traditional teaching methods to control-2 group. The analysis of the obtained data was achieved by using the one-way variance analysis (ANOVA). In conclusion, it was determined that the experiment group was more effective than the control groups in respect to self-efficacy and academic achievement. Moreover, significant improvements were obtained in the exam anxiety of the students in the experiment and control-1 groups compared to the group where traditional teaching methods were used.},
	keywords = {academic achievement, academic divisions techniques, self-efficacy, student teams},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.43},
	url = {http://oaji.net/articles/2014/987-1419166833.pdf},
	author = {Tuna Gencosman and Mustafa Do{\u g}ru}
}
@article {259,
	title = {EFFECT OF TEACHING VIA MODELING ON ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING CONCERNING ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {236-247 },
	abstract = {In this study, it is aimed to determine the effects of teaching via modeling on academic achievement and conceptual understanding concerning some selected undergraduate electricity topics. Dependent variables of the research are academic achievement and conceptual understanding. Academic success was measured by using Electricity Success Test and Electricity Classical Exam and conceptual understanding on the other hand was measured by using an Electricity Concept Test. A total number of 41 students attended the research, 21 of the students were in the modeling group and 20 of the students were in the control group. The study was carried out experimentally by means of pre test-post test research design. In conclusion it is found that teaching via modeling method meaningfully enhances the academic achievement and conceptual understanding.},
	keywords = {achievement, Conceptual Understanding, Electricity, modeling instruction, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.236},
	url = {http://oaji.net/articles/2014/987-1419168282.pdf},
	author = {Esra Bilal and Mustafa Erol}
}
@article {256,
	title = {ELEMENTARY SCHOOL PUPILS{\textquoteright} SELF EFFICACY TOWARDS SCIENCE AND TECHNOLOGY LESSON},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {203-215 },
	abstract = {This study is aimed at determining the 6th, 7th, 8th grade pupils{\textquoteright} level of self-efficacy towards Science and Technology lesson and also determining the levels of its sub-dimensions including confidence in Science and Technology lesson, the ability to cope with the difficulties in Science and Technology and the confidence in performing Science and Technology tasks. This study investigates whether there is a meaningful difference in elementary school pupils{\textquoteright} self-efficacy of Science and Technology and its sub-dimensions regarding variables such as gender, grade level, and the level of parents{\textquoteright} education, reading scientific books and watching scientific documentaries. With this aim, in this study {\textquotedblleft}Personal Information Form{\textquotedblright} and {\textquotedblleft}Science and Technology Lesson Self-Efficacy Scale{\textquotedblright} have been used. The sample of this study consists of 705 pupils. As a result of the study, it has been concluded that the elementary school pupils{\textquoteright} self-efficacy of Science and Technology and its sub-dimensions are at a high level (=agree level). In addition, while the elementary school pupils{\textquoteright} self-efficacy towards Science and Technology lesson differ in terms of grade, level of parents{\textquoteright} education and profession, reading scientific books and watching scientific documentaries variables, there hasn{\textquoteright}t been found a meaningful difference for the gender variable.},
	keywords = {elementary school pupils, Science and technology, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.203},
	url = {http://oaji.net/articles/2014/987-1419168087.pdf},
	author = {Esra U{\c c}ak and H{\"u}seyin Ba{\u g}}
}
@article {1148,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {194-196},
	abstract = {End page, Vol. 11, No. 2, 2012, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646309098.pdf},
	author = {Editorial Board}
}
@article {1142,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {404-408},
	abstract = {End page, Vol. 11, No. 4, 2012, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646165475.pdf},
	author = {Editorial Board}
}
@article {1151,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {103-108},
	abstract = {End page, Vol. 11, No. 1, 2012, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646328329.pdf},
	author = {Editorial Board}
}
@article {1145,
	title = {END},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	pages = {Continuous},
	type = {Other},
	chapter = {293-296},
	abstract = {End page, Vol. 11, No. 3, 2012, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {https://oaji.net/articles/2022/987-1646244104.pdf},
	author = {Editorial Board}
}
@article {257,
	title = {FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {216-223 },
	abstract = {The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers{\textquoteright} integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn{\textquoteright}t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education.},
	keywords = {home economics, integration, Mathematics, Natural Sciences, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.216},
	url = {http://oaji.net/articles/2014/987-1419168132.pdf},
	author = {Gregor Torkar and Verena Koch}
}
@article {261,
	title = {GENDER, PERCEPTION OF LEARNING PHYSICS AND PERFORMANCE IN UNIVERSITY PHYSICS: A CASE STUDY FROM CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {267-274 },
	abstract = {In this study, the researcher has developed and validated an instrument focus on perception of learning physics, which builds on Maryland Physics Expectations survey (MPEX). It was administered to first-year university students in a Chinese university during the autumn semester of 2011. It was found that female students preferred physics learning by relating and by analysis, which were positively correlated to better performance in physics. Male students preferred physics learning by rote which was negatively correlated to performance in university physics. So physics learning perception differences based on the gender also exist in China. At the same time, no significant gender difference found on the performance in university physics. The results were similar to the studies in the Western countries and have pedagogical implications for instructors of university physics and potentially for other science courses.},
	keywords = {gender, perception of learning, physics education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.267},
	url = {http://oaji.net/articles/2014/987-1419168380.pdf},
	author = {Wei-Zhao Shi}
}
@article {269,
	title = {THE IMPACT OF A SCIENCE MUSEUM INVOKED LEARNING ENVIRONMENT (SMILE) ON STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {357-366 },
	abstract = {This study aims to develop an ESSMIM (Earth System-Science Museum Instructional Module) and evaluate its impacts on 11th grade high-school students{\textquoteright} expected and actual perceptions of a Science Museum invoked Learning Environment (SMiLE). The ESSMIM was designed following the principles of the {\textquotedblleft}Earth System Education (ESE) learning cycle mode{\textquotedblright} (Chang, 2005): Engage, Explore, Analysis/Explain, as well as Apply and Evaluate. In terms of research design, a one group pretest posttest research design was adopted. The research subjects were a group of 11th grade students from a national senior high-school in Taiwan. Students{\textquoteright} expected and actual perceptions of SMiLE were investigated through the {\textquotedblleft}SMiLE Inventory{\textquotedblright}. The results of this study showed that: (1) students{\textquoteright} scores, of expected SMiLE Inventory, both before and after the experimental teaching were higher than their actual SMiLE scores, (2) compared with previous actual experiences, ESSMIM created a SMiLE which was closer to students{\textquoteright} expectation, and (3) after experiencing the ESSMIM, the difference between students{\textquoteright} expectations and their actual experience of SMiLE was reduced.},
	keywords = {earth science curriculum, Learning Environment, Perception, science museum teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.357},
	url = {http://oaji.net/articles/2014/987-1419169083.pdf},
	author = {Chun-Yen Chang and Yu-Ching Huang and Chen-Yuan Chen}
}
@article {250,
	title = {THE IMPACT OF PRESENTATION GRAPHICS ON PRESERVICE SCIENCE TEACHERS{\textquoteright} ATTITUDES TOWARDS PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {141-152 },
	abstract = {In this study, the effects of presentation graphics on Preservice Science Teachers{\textquoteright} (PST) attitudes towards physics were investigated. The research was performed on two groups. While one group was an experimental group, another was a control group. The research was conducted in the context of an undergraduate-level physics course, and this course was taught to two groups. While the experimental group consisted of forty PST and was taught with presentation graphics as well as traditional lecturing method, the control group consisted of forty PST and was only taught with traditional lecturing method. The data were collected by means of a scale of attitudes towards physics. In light of the findings of the present research, it was concluded that the attitudes of the experimental group towards physics were much more improved positively than the control groups{\textquoteright} attitude toward physics after the treatment involving presentation graphics.},
	keywords = {attitudes towards physics, presentation graphics, Preservice Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.141 },
	url = {http://oaji.net/articles/2014/987-1419167504.pdf},
	author = {Naki Erdemir and Mustafa Sami Topcu}
}
@article {260,
	title = {INQUIRY-BASED SCIENCE LABORATORIES: AN ANALYSIS OF PRESERVICE TEACHERS{\textquoteright} BELIEFS ABOUT LEARNING SCIENCE THROUGH INQUIRY AND THEIR PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {248-266 },
	abstract = {This study investigated the effects of inquiry-based instruction on preservice teachers{\textquoteright} beliefs concerning learning science through inquiry and their performance to apply a scientific inquiry process. A case study design was used in the study and the data were collected through interviews, observations and written documents. Two preservice teachers with different experiences in their previous science education were selected. The preservice teachers learnt both science and scientific inquiry process through open inquiry activities. The results of the research show that past experiences of preservice teachers are effective on beliefs about learning science through inquiry. The open inquiry science activities which allow preservice teachers{\textquoteright} making discussion, collaboration, and interaction were effective in developing their beliefs concerning learning science through inquiry and increasing their ability to apply a scientific inquiry process. The overall findings indicate that inquiry-based activities should frequently be a preferred instruction method in preservice teacher education.},
	keywords = {Inquiry-based instruction, open inquiry activities, pre-service teacher education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.248},
	url = {http://oaji.net/articles/2014/987-1419168329.pdf},
	author = {Nilg{\"u}n Tatar}
}
@article {270,
	title = {INVESTIGATING THE CORRELATION BETWEEN STUDENTS{\textquoteright} PERCEPTIONS ON THE CONSTRUCTIVIST LEARNING ENVIRONMENT AND THEIR ACADEMIC SUCCESS IN SCIENCE COURSE WITH PATH ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {367-378 },
	abstract = {The purpose of this study was to investigate the correlation between the perceptions on the constructivist learning environment and academic success of elementary students in science course with structural equation modelling. The correlative investigation model was adopted in the research. The sample of the research consisted of 195 students from six public elementary schools, chosen according to random sampling method. In order to answer the research question, {\textquotedblleft}The constructivist learning environment survey{\textquotedblright} (Taylor, Fraser \& Fisher, 1997) was used in the study. Also, the data in relation with students{\textquoteright} academic success in science course were gathered from their school report cards regarding the spring semester. In this research, LISREL 8.51 structural equation software was used in model establishing by using the observed variables. According to the findings obtained in the research, it was found out that the compatibility index results of the constructed equation model, the model-data compatibility was found out to be high enough [χ2/df=1.46; GFI=0.86; CFI=0.93; RMSEA=0.048; RMR=0.078; SRMR=0.056; NFI=0.81; NNFI=0.92] in the research. In the regression equa{\textlnot}tion, it was found out that the variable best predicting students{\textquoteright} academic success in science course was the variable personal relevance in relation to the constructivist learning environment. On the other hand, it was understood that all five predictor variables that were included in the regression equation account for 76\% of the overall variance of the academic success in science course in the research.},
	keywords = {Constructivist learning environment, correlation, Elementary students, science course},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.367   },
	url = {http://oaji.net/articles/2014/987-1419169197.pdf},
	author = {Gokhan Bas}
}
@article {248,
	title = {INVESTIGATING THE MULTILEVEL EFFECTS OF SEVERAL VARIABLES ON TURKISH STUDENTS{\textquoteright} SCIENCE ACHIEVEMENTS ON TIMSS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {115-126 },
	abstract = {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{\textquoteright} 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{\textquoteright} 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.},
	keywords = {HLM, inquiry learning, Science Achievement, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.115},
	url = {http://oaji.net/articles/2014/987-1419167414.pdf},
	author = {Hakan Y. Atar and Burcu Atar}
}
@article {262,
	title = {LEVERAGING EDUCATIONAL PATHWAY TO BRIDGE IN-SCHOOL AND OUT-OF-SCHOOL SCIENCE LEARNING: A COMPARISON OF DIFFERENT INSTRUCTIONAL DESIGNS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {275-284 },
	abstract = {A short look on any science center or science museum website reveals that significant amounts of online educational resources have been developed in recent years. However, how can the non-formal online learning resources of science centers/museums support learning activities inside schools? This study leverages the educational pathway of energy resources, designed by the European Open Science Resources project and the Deutsches Museum, to develop in-school learning activities. This research explores the impact of different instructional approaches incorporating the educational pathway, including the Self-Guided Educational Pathway (SGEP) and Teacher-Guided Educational Pathway (TGEP), on Taiwanese high-school students{\textquoteright} science learning outcomes. The results indicate that the TGEP approach provides students significantly higher knowledge gains than the SGEP approach. Moreover, the TGEP approach significantly maintained students{\textquoteright} positive attitudes toward science learning, museum learning, and online museum learning than did the SGEP approach. The results are discussed in terms of both pedagogical designs and the social culture of Eastern Asia.},
	keywords = {educational pathways, learning environments, non-formal learning, online learning resources},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.275},
	url = {http://oaji.net/articles/2014/987-1419168481.pdf},
	author = {Chun-Yen Chang and Johannes-Geert Hagmann and Yu-Ta Chien and Chung-Wen Cho}
}
@article {239,
	title = {MAKING CONCEPT MAPS USEFUL FOR PHYSICS TEACHER EDUCATION: ANALYSIS OF EPISTEMIC CONTENT OF LINKS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {29-42 },
	abstract = {In physics teacher education the use of graphical knowledge representation tools like concept maps are abundantly used because they are known to support the formation of organised knowledge. It is widely assumed that certain structural characteristics of concept maps can be connected to the usefulness of content. In order to study this relationship, the concept maps made by pre-service physics teachers are examined here. The design principles of the concept maps are based on quantitative experiments and modelling as the basic procedures in physics concept formation. The epistemic plausibility of justifications written in links is evaluated by using a four-level classification introduced here. The results show that the epistemic analysis of links affects remarkably to the acceptability of knowledge. The advantages of such concept mapping technique in supporting the conceptual understanding in physics teacher education are discussed as well as their usefulness in making plans for teaching.},
	keywords = {concept maps, epistemic content, physics teacher education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.29},
	url = {http://oaji.net/articles/2014/987-1419166729.pdf},
	author = {Maija Nousiainen}
}
@article {251,
	title = {MALAYSIAN SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE AND ATTITUDES TOWARDS BIOTECHNOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {153-163 },
	abstract = {The purpose of this research is to investigate secondary students{\textquoteright} knowledge and attitude towards biotechnology and its application. A questionnaire was administered to 214 (16 years old) students who are either taking Biology or General Science. The questionnaire contained 15 items measuring students{\textquoteright} knowledge and also 28 items measuring students{\textquoteright} attitude towards biotechnology. The students{\textquoteright} level of knowledge is high but limited only to medical issues. Students showed positive attitude towards biotechnology applications that are related to medical and economic purposes. However, students are unaware of ethical issues related to biotechnology applications. The t-test showed that there was no significant difference of students{\textquoteright} knowledge of biotechnology in terms of gender. However, there was a significant difference in terms of students{\textquoteright} attitude towards biotechnology between Biology and General Science students. These findings serve as initial input of Malaysian secondary students{\textquoteright} knowledge and attitudes towards biotechnology and its application.},
	keywords = {Attitude, biotechnology, knowledge, secondary school, survey},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.153},
	url = {http://oaji.net/articles/2014/987-1419167606.pdf},
	author = {Tamby Subahan Mohd Meerah and Mohd Fairuz Ahmad Harail and Lilia Halim}
}
@article {236,
	title = {THE MEANING OF AND NEED FOR {\textquotedblleft}INQUIRY BASED SCIENCE EDUCATION (IBSE){\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Editorial},
	chapter = {4-6 },
	abstract = {It is clear from many studies that European students{\textquoteright} interest in science, mathematics and technology has been declining while their grade levels have increased. Another alarming issue for Europe is recruitment of students for science and technology related careers. According to the ROSE Project results, extremely few girls wish to become scientists, and even for boys the percentage is low. And in Europe, around 50\% of boys gave a positive response to the question: {\textquotedblleft}I would like to get a job in technology{\textquotedblright}, but very few girls indicated that they would like to pursue such a career option (Sjoberg and Schreiner, 2010). These kinds of results from project reports highlight the urgent need for more effective action on the teaching and learning of science in schools. 
According to a report published by the European Commission, the science education community mostly agrees that pedagogical practices based on inquiry-based methods are more effective for the teaching and learning of science. However, the reality of classroom practice is that in the majority of European countries, these methods are only being implemented by relatively few teachers (Rocard et al, 2007). The report continues to explain the advantages of inquiry based science education (IBSE) and the recommendations clearly promote the use of IBSE for the teaching and learning of science in Europe.},
	keywords = {inquiry-based methods, science education, scientific thinking skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.04},
	url = {http://oaji.net/articles/2014/987-1419166507.pdf},
	author = {Bulent Cavas}
}
@article {271,
	title = {MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {379-392 },
	abstract = {The first objective of the present study was to test the factorial validity of the inventory designed to measure students{\textquoteright} 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.},
	keywords = {motivational orientations, multilevel confirmatory factor analysis, science learning, self-determination theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.379},
	url = {http://oaji.net/articles/2014/987-1419169253.pdf},
	author = {Reijo Byman and Jari Lavonen and Kalle Juuti and Veijo Meisalo}
}
@article {238,
	title = {PORTFOLIOS IN ENVIRONMENTAL EDUCATION: THE TEPEE PROJECT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {16-28 },
	abstract = {Teaching and assessment in Environmental Education (EE) is rather complex because it needs to address the learners{\textquoteright} ability to ask questions, solve problems, and develop positive values. Portfolio assessment is a holistic way to evaluate the growth and development of skills and values in EE by providing a cumulative record of work carried out by students in a variety of contexts and allowing students to reflect on the process of how their views and values change. The main aim of this paper was to discuss the process of the development and implementation of a European Portfolio for Environmental Education by TEPEE (Towards a European Portfolio for Environmental Education) Network, within seven European countries. The paper narrates the development and implementation of EPEE through the eyes of the TEPEE scientific committee coming from the seven partner countries. Their views about the advantages and disadvantages of the use of portfolios within the context of EE were collected by means of questionnaires using open-ended questions. The results of the study suggest that the main advantage of using portfolio assessment is that it provides a holistic picture of the learning and growth of students in different contexts and situations. The major asset was the enthusiasm and motivation it raised among the teachers using it. The major difficulty was trying to change the assessment culture of teachers who were used to more traditional forms of assessment.},
	keywords = {education for sustainable development, environmental education, learning and assessment in environmental education, portfolio assessment},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.16},
	url = {http://oaji.net/articles/2014/987-1419166612.pdf},
	author = {Deborah Chetcuti and Paul Pace}
}
@article {249,
	title = {THE PRIMARY SCHOOL STUDENTS{\textquoteright} ATTITUDE AND ANXIETY TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {127-140 },
	abstract = {In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students{\textquoteright} attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success.},
	keywords = {anxiety towards science, attitude towards science, primary school, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.127},
	url = {http://oaji.net/articles/2014/987-1419167461.pdf},
	author = {{\c S}afak Ulu{\c c}{\i}nar Sa{\u g}{\i}r}
}
@article {264,
	title = {A PROBLEM OF SCIENCE LITERACY ENCOUNTERED BY PRIMARY SCHOOL TEACHERS AND LEARNERS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Editorial},
	chapter = {300-301 },
	abstract = {Science education is one of the key areas of general education in comprehensive school (Lamanauskas, 2009). The major argument for defining the relevancy of the introduced subject is the universality and integrity of science education. For the last two decades, particularly this field of education has faced a number of different changes in the majority of countries: variations in the content of education, search for efficient forms and methods of teaching, innovative approaches, etc. are only a few questions that must be properly discussed.
Thus, to meet the needs of all students and society, in terms of science education (competencies), the system of training/preparing science teachers, particularly that of primary school teachers (educational curricula, organization and content of pedagogical practice, etc.), must be upgraded. The evaluation of a number of parameters discloses that the science literacy of primary school teachers is not sufficient (for example, teachers frequently avoid trips to nature because have a poor knowledge of local natural area, have no skills at using special instruments, etc.).},
	keywords = {primary school teachers, science education, Science Literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.300},
	url = {http://oaji.net/articles/2014/987-1419168819.pdf},
	author = {Vincentas Lamanauskas}
}
@article {237,
	title = {PSYCHOMETRIC EVALUATION ON THE TURKISH ADAPTATION OF THE SCIENTIFIC ATTITUDE INVENTORY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {7-15 },
	abstract = {The purpose of this study is to adapt Scientific Attitude Inventory-II into Turkish and to examine its factor structure. The English and Turkish versions of the scale were tested out on the students in the Department of English Language Teaching (N=40) at Dokuz Eylul University a week apart and a high degree of correlation was found between the scores of the two applications. Then Confirmatory Factor Analysis (CFA) was conducted with the data collected from 292 students in order to examine the factor structure of the scale. Following the CFA, 12, 6, 3 and 1 factor structures did not fit the data. When Exploratory Factor Analysis was conducted with the same data set, it was determined that the items in the scale could be grouped under four factors. The scale was tested out on different 255 students and CFA was conducted again. After the CFA, the four-factor structure was found to be adequate fit with the data.},
	keywords = {confirmatory analyses, exploratory analyses, psychometric evaluation, scientific attitude inventory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.07},
	url = {http://oaji.net/articles/2014/987-1419166561.pdf},
	author = {Fatih {\"O}nder and Pinar {\c C}elik and {\.I}lhan Silay}
}
@article {241,
	title = {PSYCHOMETRIC RECONSTRUCTION OF THE INQUIRY SCIENCE TEACHING STRATEGIES (ISTS) INSTRUMENT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {55-66 },
	abstract = {This study re-evaluated the psychometric properties of the 40-item Inquiry Science Teaching Strategies instrument [ISTS] (Lazarowitz \& Lee, 1976). The ISTS was administered to 201 elementary pre-service teachers at a university in the Midwest of United States during the 2009-2010 school terms. Initial CFA results failed to confirm the 3-factor structure of the original ISTS. A statistically significant goodness-of-fit statistic (χ{\texttwosuperior} [737, N = 201] = 1394.61, p = 0.00) supported by two fit indices (GFI = 0.69, CFI = 0.45) indicated non-tenability of the measurement model. Subsequent PCA retained half of the components under an obliquely rotated 3-factor solution. Following the removal of 22 items, final CFA indicated non-tenability under slightly improved fitting (χ{\texttwosuperior} [132, N = 201] = 236.93, p = 0.00, GFI = 0.88, CFI = 0.83). It is recommended that existing items be revised and new ones appended using Exploratory Factor Analysis with a different sample.},
	keywords = {attitudes towards inquiry-based science, evaluation of psychometric properties, instrument development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.55  },
	url = {http://oaji.net/articles/2014/987-1419166892.pdf},
	author = {Sebastian Szyjka and Frackson Mumba}
}
@article {268,
	title = {THE RELATIONSHIPS BETWEEN UNIVERSITY STUDENTS{\textquoteright} ORGANIC CHEMISTRY ANXIETY, CHEMISTRY ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {347-356 },
	abstract = {The purpose of this study is to examine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. Participants were 368 sophomore undergraduate students. In this study, the Organic Chemistry Anxiety Scale (O-CAS), the Chemistry Attitudes Scale, and the Self-efficacy Scale were used. Pearson correlation coefficient and structural equation modeling was utilized to determine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. In correlation analysis, organic chemistry anxiety was found negatively (r=-0.52) related to chemistry attitudes and self-efficacy (r=-0.36). According to path analysis results, chemistry attitudes were predicted positively (β=0.44) and organic chemistry anxiety predicted negatively (β= -0.16) by self-efficacy. Also chemistry attitudes predicted organic chemistry anxiety in a negative way (β=-0.44). The results were discussed in the light of literature.},
	keywords = {chemistry attitudes, organic chemistry anxiety, path analysis and self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.347},
	url = {http://oaji.net/articles/2014/987-1419169031.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Akin}
}
@article {244,
	title = {RESEARCH TRENDS IN SCIENCE EDUCATION FROM THE PERSPECTIVE OF JOURNAL OF BALTIC SCIENCE EDUCATION: A CONTENT ANALYSIS FROM 2002 to 2011},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {94-102},
	abstract = {The main aim of this research is to analyse ten volumes of Journal of Baltic Science Education (JBSE) according to the authors{\textquoteright} nationality and research topics of the articles published in the journal between 2002 and 2011. The journal published ten volumes, 27 issue and 166 articles since 2002. The articles were submitted by 343 authors from 31 countries. Statistical analyses show that the authors from Turkey are ranking highest in terms of the number of published papers. Latvia and Lithuania follow Turkey as second and third countries. The study found out that the articles regarding learning-conception, teaching, learning-context and goals, policy and curriculum most frequently investigated by the researchers. However, in 2002-2011, there is no article related to informal learning. The researchers gave less attention to cultural, social and gender issues when compared other research topics in the scope of JBSE.},
	keywords = {content analysis, Journal of Baltic Science Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.94},
	url = {http://oaji.net/articles/2014/987-1419167167.pdf},
	author = {Bulent Cavas and Pinar Cavas and Yasemin Ozdem and Miia Rannikmae and Hamide Ertepinar}
}
@article {254,
	title = {SCIENCE TEACHERS{\textquoteright} ATTITUDES TOWARDS CONSTRUCTIVIST ENVIRONMENT: A BULGARIAN CASE},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {184-193 },
	abstract = {The present study addresses the pedagogical philosophy of secondary science teachers in Bulgarian schools. Information on science teachers{\textquoteright} methods of teaching and learning has been gathered by an interview protocol consisting of six open-ended questions, with a numerical scoring analysis: Teachers Pedagogical Philosophy Interview. The results report that the majority of Bulgarian teachers surveyed rank in the middle of the scale which is an indication that they blend teacher-centred and student-centred style of instruction. A previous our research based on a different survey instrument led to similar conclusions. In addition, the survey reveals that teachers show attitudes to change their teaching methods and classroom practices towards the constructivist approach.},
	keywords = {constructivist environment, Teachers Pedagogical Philosophy Interview, teachers{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.184 },
	url = {http://oaji.net/articles/2014/987-1419167821.pdf},
	author = {Adriana Tafrova-Grigorova and Elena Boiadjieva and Iliya Emilov and Milena Kirova}
}
@article {265,
	title = {SCIENCE TEACHERS{\textquoteright} BELIEFS AS BARRIERS TO IMPLEMENTATION OF CONSTRUCTIVIST-BASED EDUCATION REFORM},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {302-317 },
	abstract = {A new Science and Technology program had been applied in Turkey since 2005. Constructivism has been the predominant influence on the program. Accordingly, science teachers are expected to have beliefs that are consistent with constructivism. However, the question of {\textquotedblleft}what are the Turkish science teachers{\textquoteright} beliefs{\textquotedblright} is important because, the success of the program is dependent upon the teachers{\textquoteright} beliefs. This paper reports on the investigation of the science teachers{\textquoteright} beliefs about teaching science, learning science and managing behavior problems and any relationships among these belief systems. Data were collected through interviews with 18 science teachers. Results indicated that most of the science teachers held transitive beliefs about teaching science, and traditional beliefs about learning science and managing behavior problems. While teachers with 1-10 years experiences held a constructivist belief, this belief gave way to traditional belief as the teaching experience advanced. Beliefs of teachers were both interrelated and nested.},
	keywords = {classroom management, constructivism, learning science, Teacher beliefs, Teaching Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.302},
	url = {http://oaji.net/articles/2014/987-1419168866.pdf},
	author = {Eylem Y{\i}ld{\i}z Feyzio{\u g}lu}
}
@article {266,
	title = {STRUCTURAL PATTERNS AND REPRESENTATION FORMS OF UNIVERSITY PHYSICS TEACHERS: BIOT-SAVART LAW AND AM-P{\`E}RE{\textquoteright}S LAW},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {318-332 },
	abstract = {The way teachers organize and transfer their subject matter knowledge has played a crucial role in science education. However, it seems that more attention should be paid on the forms of represen-tation and knowledge organization of teachers that they apply for transferring their knowledge. Therefore, teachers{\textquoteright} knowledge organization and representation forms were investigated with an emphasis on the topics of Biot-Savart law and Amp{\`e}re{\textquoteright}s law. Four physics teachers of introductory-level University who used, concept cards and concept maps were interviewed, and finally an interpretative analysis was performed. The results showed teachers{\textquoteright} knowledge organization was strongly connected only for the topic of Biot-Savart law. Moreover, descriptive and explanatory mathematical models were the most applied forms of representation that teachers used for representing their knowledge. The possibility to recognize the differences in knowledge organization and representation forms of different teachers is the first step towards developing more effective teaching and learning solution.},
	keywords = {concept maps, knowledge organization, representation forms},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.318},
	url = {http://oaji.net/articles/2014/987-1419168925.pdf},
	author = {Sharareh Majidi}
}
@article {258,
	title = {A STUDY ON DEVELOPING A BEHAVIOUR SCALE TOWARDS SUSTAINABLE ENVIRONMENTAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {224-235 },
	abstract = {Sustainability is a term that presented itself especially in the late 1970s, when there was a considerable increase in environmental problems. In general, it can be defined as satisfying the present requirements with a consideration into future needs without using up natural resources. It is clear that education is part of the process of achieving it. Accordingly, sustainable environmental education includes enabling individuals to gain an awareness of environmental issues, to attain certain values and attitudes, and to adopt positive behaviours. 
The purpose of this study is to develop a valid and reliable scale regarding sustainable environmental education. The study was implemented on a total of 409 prospective teachers at Ahi Evran University. It was based on the 5-point Likert scale and consisted of 29 items. The data were transferred to the SPSS 15.0. Afterwards, an exploratory factor analysis was conducted on the data. The analysis yielded that the scale had three dimensions. In addition, Cronbach{\textquoteright}s alpha coefficient for the scale was found to be 0.944.},
	keywords = {behaviour scale, scale development, sustainable environmental education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.224},
	url = {http://oaji.net/articles/2014/987-1419168178.pdf},
	author = {Mutlu Pinar Demirci Guler and Ozlem Afacan}
}
@article {247,
	title = {VISUALIZATIONS FOR NATURAL SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Editorial},
	chapter = {112-114 },
	abstract = {Motivation, to be successful, and Natural Science Education is no exception in this context should have to rely on a rich repertoire of experiences on which to build conceptual learning by students. These experiences could pave the way to making meaning of them, which in turn supports learning. It also helps to entertain, create or re-create a sense of wonder, which becomes an authentic incentive for learning.
Nowadays, we can consider the visualization aids and high performance computing have changed the nature of science research and have the promise to transform natural science instruction. As the amount of information acquired through visual tool multiplies, the ability to understand, evaluate, and produce visual representations have become increasingly important in science education.},
	keywords = {science education, teaching and learning, visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.112},
	url = {http://oaji.net/articles/2014/987-1419167360.pdf},
	author = {Agnaldo Arroio}
}
@article {233,
	title = {CONFIRMATORY FACTOR ANALYSIS OF THE QUESTIONNAIRE OF ATTITUDE TOWARD STATISTICAL GRAPHS FOR USE IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {261-276},
	abstract = {This study describes the modification of an instrument originally developed for measuring attitudes towards statistical graphs to instead measure elementary pre-service teachers{\textquoteright} attitudes towards line graphs in science. As a result of context-modification and in utilizing Confirmatory Factor Analysis (CFA), the finalized instrument comprises 32-items that incorporate constructs of enjoyment, confidence, usefulness and learning preferences. The revised instrument was found to exhibit adequate ranges of internal consistency and reliability. Based on a variety of completed analyses, the revised instrument appears to have maintained original psychometric fidelity and is recommended for use as an assessment of pre-service teachers{\textquoteright} attitudes towards line graphs in science.},
	keywords = {confirmatory factor analysis, line graphing, pre-service teacher attitudes},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547797.pdf},
	author = {Sebastian P. Szyjka and Frackson Mumba and Kevin C. Wise}
}
@article {221,
	title = {DESIGNING LEARNING OBJECTS: A GENRE-BASED APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {114-126 },
	abstract = {In the present paper, a genre-based conceptual framework for interpreting and designing content for learning objects is proposed. Learning objects are considered here as multimodal macrogenres. These macrogenres are constituted of content objects which are in fact types of digital microgenres. The successful and coherent information linking of these content objects inside a LO can be achieved through particular rhetorical relations. The knowledge of the several types of digital microgenres as well as the rhetorical relations between them, can equip an author/teacher with a repertoire of semiotic concepts, which make him capable of interpreting already made material, as well as creating new and coherent material, in order to affect and motivate students in particular ways, through his intended communicative and educational purposes.},
	keywords = {content objects, learning objects, multimodal macrogenres, rhetorical structure theory},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008579.pdf},
	author = {George Vorvilas and Thanassis Karalis and Konstantinos  Ravanis}
}
@article {224,
	title = {DEVELOPMENT AND APPLICATION OF A TWO-TIER DIAGNOSTIC TEST TO ASSESS SECONDARY STUDENTS{\textquoteright} UNDERSTANDING OF CHEMICAL EQUILIBRIUM CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {146-155 },
	abstract = {The purpose of this study is to develop a two-tier multiple choice test to detect tenth grade high school students{\textquoteright} conceptual understanding related to chemical equilibrium. In the development of the test the steps described by Treagust (1988) were used. The test was prepared for the purpose of detecting students{\textquoteright} conceptual understanding in topics like approach to equilibrium, equilibrium state, changes in the equilibrium conditions, addition of inert gas and catalyst. The test was administered to 102 tenth grade students. The internal validity coefficient of Cronbach alpha was 0.903. Difficulty indices ranged from 0.20 to 0.93, and discrimination indices ranged from 0.19 to 0.89. Each item was analyzed to determine student understanding and identify alternative conceptions about, chemical equilibrium concept. Results of the test suggested students did not acquire a satisfactory understanding of chemical equilibrium concepts and 25 common students{\textquoteright} alternative conceptions were identified through analysis of test items.},
	keywords = {Alternative Conception, chemical equilibrium, high school, two-tier multiple choice test},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547169.pdf},
	author = {Huseyin Akkus and Hakki Kadayifci and Basri Atasoy}
}
@article {211,
	title = {DIFFERENT WAYS OF DESCRIBING EXPECTED STUDENT LEARNING OUTCOMES IN SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Editorial},
	chapter = {4-5 },
	abstract = {The best way of describing what and how a teacher should teach science or what a student should learn in a national level curriculum is not self-evident. Descriptions of {\textquotedblleft}learning outcomes{\textquotedblright} are increasingly used and have been considered as an important basis for the quality of science education. However, there are variations in the descriptions and also whether they are written as a form of teacher behaviour or as a form of student learning. For example, in the UK the descriptions in the beginning of 1990 in the National Curriculum were written in the form of what students should learn. But the policy has changed and the new curriculum will describe what topics a teacher should introduce to students.
In Europe, the Bologna Process has put the focus on learning outcomes in terms of this concept being a {\textquotedblleft}common language{\textquotedblright} to describe the curricula in countries throughout the world. The general idea behind transforming the educational aims into the form of learning outcomes is to enhance transparency and accountability of learning outcomes, and to increase the quality of learning. Moreover, the description of learning outcomes of a learning sequence is assumed to enable learners to have an active role in the learning process alongside their teachers. Learning outcomes are typically described in a way they could be used or modified for assessment criteria and for designing items for national level external examinations. Therefore, use of learning outcomes has a direct link to teacher and national level assessment.
Several countries, like the UK, Germany and Finland, are preparing or are planning to prepare in the near future national level curricula. It will be interesting to follow how different demands, like quality assurance, EU harmonising policy, research on teaching, learning and assessment, are realised in 2010 or 2020 curricula.},
	keywords = {learning outcomes, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173157.pdf},
	author = {Jari Lavonen}
}
@article {229,
	title = {DIGITAL EDUCATION: SOME IMPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {216-218 },
	abstract = {In recent years education space is saturated with various discussions and thoughts about the so-called digital teaching and learning. New technologies consistently and rather aggressively keep penetrating into educational practice. Therefore, we have to discuss in essence the urgent problems of digital teaching, to analyse the emerging challenges both for the teachers and students. On the other hand, it would be impossible to single out any one age group people. It is urgent both for the pupils and teachers of comprehensive schools and for the teachers and students of higher schools. However, it can be basically asserted, that for younger students these questions are much more urgent. Their experience in the sphere of new technologies is varied and at the same time inadequate to current teaching and learning practice. Let{\textquoteright}s say, not a small part of today{\textquoteright}s youth use the services of various social networks such as, Facebook, Twitter and other. The problem is that very often we don{\textquoteright}t know or poorly know what the educational meaning and use of such services is. Moreover, how to effectively use new technologies which are actively used by the pupils, in educational sense? Sometimes an impression is made that existing educational practice reacts unwillingly to such challenges. It is obvious, that a rather sudden shift takes place in the system {\textquotedblleft}classical pedagogy{\textquotedblright} {\textendash} {\textquotedblleft}online pedagogy{\textquotedblright}, isn{\textquoteright}t it? There is also another shift in the system that is closely related with this shift, {\textquotedblleft}from teaching to learning{\textquotedblright}. It can be confidently asserted, that the latter shift is considerably overestimated and groundlessly given too much importance. Effective and productive learning is not possible without a proper teaching. These are two education system elements which are closely interrelated and influence each other. Only the weight of these elements differs in certain age periods. Therefore, a narrow and primitive interpretation of this shift is not acceptable. After all, in real educational practice also the third significant shift occurs, or more exactly, problem situation in the system {\textquotedblleft}digital activities{\textquotedblright} {\textendash} {\textquotedblleft}non-digital activities is observed. How to keep a proper balance?},
	keywords = {digital content, digital teaching aids, digital teaching and learning, educational practice},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547530.pdf},
	author = {Vincentas Lamanauskas}
}
@article {219,
	title = {EFFECTS OF HANDS-ON ACTIVITY ENRICHED INSTRUCTION ON STUDENTS{\textquoteright} ACHIEVEMENT AND ATTITUDES TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {87-97 },
	abstract = {This study aimed to investigate the effectiveness of hands-on activity enriched instruction on sixth grade students{\textquoteright} achievement and attitudes toward science. In this study, Science Achievement Test and Science Attitude Scale were used to assess students{\textquoteright} achievement on sense organs and students{\textquoteright} attitudes toward science respectively. Two teachers with four classes and total of 140 sixth grade students were participated in this study. One class of each teacher was assigned as experimental group and treated with hands-on activity enriched instruction and other class was assigned as control group and treated with traditional instruction. The Science Achievement Test and the Science Attitude Scale were administered twice as pre-test and after three week treatment period as a post-test to both experimental and control groups to measure students{\textquoteright} achievement and attitudes. Multivariate Analyses of Covariance (MANCOVA) results revealed that hands-on activity enriched instruction were more effective than traditional instruction. However, the statistical results failed to show a significant difference between the experimental and control groups{\textquoteright} attitudes toward science.},
	keywords = {attitudes toward science, hands-on activities, Science Achievement},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008481.pdf},
	author = {{\"O}zlem Sadi and Jale Cakiroglu}
}
@article {216,
	title = {EMOTIONS EXPRESSED TOWARD GENETICALLY MODIFIED ORGANISMS AMONG SECONDARY SCHOOL STUDENTS AND PRE-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {53-64 },
	abstract = {Active student-centered instructional methods bring more emotion into science teaching, especially in the case of socioscientific issues, like research on and usage of genetically modified organisms (GMOs). We tested the strength of ten basic emotions (fear, anger, joy, disgust, sadness, shame, contempt, guilt, surprise and interest) toward different GMOs. Students expressed high levels of interest, surprise and joy towards GMOs, emotions that could be used as possible motivators to raise the level of interest in Science. Students do not express an equal level of negative emotions toward GMOs as a general category, but take a standpoint towards each item or practice separately. Knowing this, the teacher can choose list of GMOs ranked from more acceptable to the least acceptable GMOs, to avoid any obstruction of reasoning toward GMOs based on strong negative emotions.},
	keywords = {genetically modified organisms, pre-service teachers, secondary school students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173429.pdf},
	author = {Andrej {\v S}orgo and Jana Ambro{\v z}i{\v c} Dolin{\v s}ek and Iztok Toma{\v z}i{\v c} and Franc Jan{\v z}ekovi{\v c}}
}
@article {225,
	title = {ENHANCING MENDELIAN GENETICS CONCEPTS USING A GUIDED COMPUTER-MEDIATED INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {156-167 },
	abstract = {The purpose of this study was to situate prospective secondary science teachers in an authentic scientific investigation, that of hypothesis testing of inheritance patterns of cats, and then to examine prospective teachers{\textquoteright} developing understandings of basic Mendelian genetics, scientific inquiry, and their perceptions of the learning environment. The context of the study was a teaching and learning course focused on inquiry and technology. Data obtained from the twelve participants included: a) pre-post tests of Mendelian genetics concepts; b) videotaped class presentations; c) inquiry project reports; d) audio taped semi-structured interviews; and e) classroom discussions and observations. The findings suggest that engagement in hypothesis testing, within a socio-constructivist framework; can be used to support the integrated acquisition of conceptual knowledge in science. After the module, there was clear evidence that inquiry-based instruction, enriched with computer simulation and collaboration, promoted students{\textquoteright} conceptual understanding of Mendelian genetics and understandings of scientific inquiry.},
	keywords = {Hypothesis testing, inquiry-based teaching, learning genetics, modeling in science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547216.pdf},
	author = {Mustafa Cakir}
}
@article {214,
	title = {EXPLOITING LANGUAGE IN TEACHING OF ENTROPY},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {27-35},
	abstract = {The words disorder, information, freedom and spreading are used as metaphors and analogies in science teaching to capture the scientific qualitative sense of entropy. In addition, the identification of entropy with the everyday conception of heat has been proposed. While physical sciences are regarded as exact disciplines, in which terms have precise definitions, the words being used in the qualitative interpretation of entropy have many senses. This may provide an obstacle to achieving a scientific understanding of entropy. In this study, the metaphors for entropy and seeing entropy as heat were analysed by use of the different entries for the words in a dictionary. The present paper is a contribution to highlighting the importance of making any metaphors and analogies and their benefits and limitations explicit.},
	keywords = {entropy, Metaphor, science education, Thermodynamics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173307.pdf},
	author = {Fredrik Jeppsson and Jesper Haglund and Helge Str{\"o}mdahl}
}
@article {231,
	title = {GOOD PREDATORS IN BAD STORIES: CROSS-CULTURAL COMPARISON OF CHILDREN{\textquoteright}S ATTITUDES TOWARDS WOLVES},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {229-242 },
	abstract = {In this study 103 children (aged 7 {\textendash} 12 years) from two distinct countries with relatively low (Slovakia) and high (Turkey) wolf population density were interviewed to examine children{\textquoteright}s overall interest in wolves, their knowledge of wolves, the effects of their keeping pets and their reading stories about wolves. Children in both countries showed considerable factual knowledge about wolves, but the importance of wolves in nature was poorly understood. Perceptions of wolves in stories were generally negative and there was a significant effect from stories which generated fear and sympathy towards wolves suggesting that stories may have a significant impact on children{\textquoteright}s emotions. Turkish children reported their experience with less drastic stories about wolves and their interest in wolves was significantly higher and their fear of wolves was conversely lower, compared to the reactions of Slovakian children. The more the students were engaged in nature related activities, e.g. watching natural history films and walking in areas of nature, the less they demonstrated fear of wolves.},
	keywords = {animals, children, predators},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547670.pdf},
	author = {Pavol Prokop and Muhammet Usak and Mehmet Erdogan}
}
@article {232,
	title = {THE IMPACT OF THE DEVELOPMENT OF PROSPECTIVE TEACHERS{\textquoteright} CRITICAL THINKING SKILLS ON SCIENTIFIC ARGUMENTATION TRAINING AND ON THEIR ABILITY TO CONSTRUCT AN ARGUMENT},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {243-260 },
	abstract = {The purpose of this study is to examine the impact of a learning environment created to teach scientific argumentation on the development of critical thinking and argument skills among prospective teacher. The study included 88 2nd grade university students attending Aydin Province Adnan Menderes University, Department of Elementary School Education. An experimental and control group design was used and activity sheets were prepared to develop argument skills in accordance with the topic of {\textquotedblleft}Mechanics{\textquotedblright}. The results of the present study showed that the critical thinking skills among prospective teachers included in the learning environment were higher in comparison to those in the control group, and that critical thinking post-test scores did not show a significant difference by gender in either group. It was also concluded that the learning environment used in the study had a positive effect on the quality of written scientific arguments of prospective teachers.},
	keywords = {argumentation, Critical thinking, written argument},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547733.pdf},
	author = {Asuman Seda Saracaloglu and Hilal Aktamis and Yesim Delioglu}
}
@article {222,
	title = {IMPACT ON STUDENT CHANGE IN SCIENTIFIC CREATIVITY AND SOCIO-SCIENTIFIC REASONING SKILLS FROM TEACHER COLLABORATION AND GAINS FROM PROFESSIONAL IN-SERVICE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {127-137 },
	abstract = {This study examines the impact on 9th grade students{\textquoteright} change in socio-scientific reasoning and scientific creativity skills as a result of their science teachers{\textquoteright} professional change, as a result of participating in longitudinal in-service courses. Eight chemistry and four biology teachers participated in two consecutive intervention studies, each running for 8 months, both designed to guide teachers on promoting the level of scientific literacy in their students. During the in-service courses, the teachers created teaching materials for 4 integrative teaching modules and taught their students using a designed STL teaching approach. The students{\textquoteright} development was determined in terms of scientific creativity and socio-scientific reasoning skills, as indicators of scientific literacy gains, with an initial pre-test in the fall of the school year and a post-test in the spring after the STL intervention. The results of the study revealed that the degree of teachers{\textquoteright} professional level in promoting problem solving and decision making teaching and its impact on student gains, as well as the number of teachers collaborating together in the teaching within a school, had a significant impact on their students{\textquoteright} improvement in skills associated with socio-scientific reasoning and scientific creativity.},
	keywords = {in-service courses, role of science teachers{\textquoteright} professional change, scientific creativity, STL teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008629.pdf},
	author = {Anne Laius and Miia Rannikm{\"a}e}
}
@article {218,
	title = {INVESTIGATION THE ALIGNMENT BETWEEN SCHOOL LEARNING AND ENTRANCE EXAMINATIONS THROUGH ITEM ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {73-86 },
	abstract = {This study presents findings collected from an analysis of Turkish Biology Curriculum Guidelines and of their alignment with the curricular outcomes and the Student Selection Examination (SSE) for higher education. The analysis was performed in multiple dimensions: content areas, learning outcomes in terms of scientific research and process skills (SRPS), science-technology-society-environment (STSE), communication competencies, attitudes and values (CCAV) and cognitive objectives. Webb{\textquoteright}s (2007) alignment criteria were used to investigate the relationship between curriculum standards and assessment frameworks. In this process, the biology questions asked in the 2010 SSE were examined in detail by 10 biology teachers who have been teaching biology courses at secondary schools. Although alignment consistency was high according to the depth-of-knowledge (DOK) consistency and categorical concurrence criteria, the SSE questions and curriculum outcomes were not fully aligned considering the low consistency of range of knowledge and balance of representation criteria.},
	keywords = {assessment framework, curriculum alignment, large-scale examination},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008425.pdf},
	author = {Yilmaz Kara and Salih Cepni}
}
@article {235,
	title = {KNOWLEDGE ORGANIZATION IN PHYSICS TEXTBOOKS: A CASE STUDY OF MAGNETOSTATICS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {285-299 },
	abstract = {Textbooks often provide teachers and students a conception of how scientific knowledge is organized. Therefore, it is of interest to recognize what is the picture of knowledge conveyed by the textbooks. In this study, the knowledge organization in three university physics textbooks is analyzed from the viewpoint of how the basic elements in the topics of Biot-Savart and Amp{\`e}re{\textquoteright}s law are structurally linked. The method of analysis is based on the interpretative analysis, which (a) recognizes basic elements of knowledge and (b) identifies the categories of links that connect basic elements. Concept maps are used to represent knowledge organization of textbooks. The results indicate that content knowledge of textbooks consist of somehow identical basic elements but different categories of links and thus different knowledge organizations. The possibility to recognize these differences in the curriculum materials is a first step towards developing more effective teaching and learning solutions and curriculum plans.},
	keywords = {concept maps, knowledge organization, science textbooks},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547886.pdf},
	author = {Sharareh Majidi and Terhi M{\"a}ntyl{\"a}}
}
@article {215,
	title = {PATHWAYS OF STUDENTS{\textquoteright} CONCEPTUALISATION DURING A PROBLEM SOLVING TASK: LESSONS FOR TEACHING PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {36-52 },
	abstract = {This study aims to characterise the pathways of students{\textquoteright} conceptualisation during a problem solving task in order to understand the role of conceptualisation in conceptual learning and to identify salient points for the practice of teaching physics. The study took place in a Portuguese classroom with 15 physics students, all aged 17. The {\textquotedblleft}global conceptualisation{\textquotedblright} emerged from this research as an important construct to explain how students mobilise their conceptual knowledge during a problem solving task Six other salient characteristics of the pathways of students{\textquoteright} conceptualisation were also identified. In addition, some conditions related to teaching which could help to improve students{\textquoteright} conceptualisation and conceptual learning were also uncovered. These results are discussed and are presented alongside conclusions about the focus and direction of teacher intervention.},
	keywords = {conceptualisation pathway, modelling, physics education, problem-solving},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173361.pdf},
	author = {Bernardino J. Lopes}
}
@article {230,
	title = {THE PERCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS CONCERNING CONSTRUCTIVIST PERSPECTIVES TO TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {219-228},
	abstract = {Preservice teachers begin their careers with their attitudes and perceptions about the profession. The purpose of this study is to identify how a four-semester teacher education program helps pre-service teachers{\textquoteright} perceptions about constructivist teaching and learning to change as they progress through the program. The participants of the study included a total of 194 science preservice teachers in four different semesters of their teacher preparation program. The instrument used in this study was the Constructivist Learning Environment Survey (CLES). One way ANOVA was used to identify patterns within cohorts regarding preservice teachers{\textquoteright} beliefs about constructivist strategies. Major findings indicated that although there were statistically different subscales of Shared Control and Critical Voice, in general preservice science teachers hold teacher centered beliefs. Based on these findings, it is possible to say that traditional teacher centered education have been carried on under the name of constructivism in Turkish teaching education programs.},
	keywords = {constructivism, preservice science teacher, teacher education, teacher education program},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547572.pdf},
	author = {Bilge Taskin-Can}
}
@article {213,
	title = {THE PREDICTORS OF PRE-SERVICE ELEMENTARY TEACHERS{\textquoteright} ANXIETY ABOUT TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {17-26 },
	abstract = {The aim of this study was to investigate the nature of the relationship between pre-service elementary teachers{\textquoteright} anxiety about teaching science and their self-efficacy beliefs about science teaching, their perceptions of the nature of their past experiences in science teaching, the number of science courses they took in college and their previous grades in these science courses. The data was collected from 82 pre-service elementary teachers enrolled in an M.Ed program. The results indicate that personal science teaching efficacy and number of science courses taken in college are the significant predictors of science teaching anxiety. Pearson correlations among the variables show that their perception of their experiences in science teaching, grade point average of science courses and perception of science background indirectly influence science teaching anxiety. The effect of these variables on science teaching anxiety was mediated by personal science teaching efficacy.},
	keywords = {perception of past experiences in science courses, science teaching anxiety, self-efficacy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173257.pdf},
	author = {Nejla Y{\"u}r{\"u}k}
}
@article {220,
	title = {PRESENTATION OF LABORATORY SESSIONS FOR SCIENCE SUBJECTS IN SLOVENIAN UPPER SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {98-113 },
	abstract = {Among Slovenian upper secondary school science teachers a study was conducted about the implementation of laboratory work in Science teaching. One of the specific goals was to acquire preliminary data about the status of laboratory exercises in teaching Biology, Chemistry and Physics. Answers were received from 64 Biology teachers, 64 Chemistry teachers and 63 Physics teachers (about 40\% of Slovene secondary school Science teachers).
The differences in attitudes towards and performance of laboratory work among teachers of different Science subjects are small. It can be concluded that teachers of all three subjects have generally positive attitudes towards laboratory work. The differences occur in the way laboratory work is performed. Not so positive are the findings that many of the exercises are presented to the students as demonstrations, and an expository style is preferred. In the future, efforts should be made to transform expository labs into inquiry- and problem-based laboratory work.},
	keywords = {laboratory work, science education, teachers{\textquoteright} attitudes, upper secondary schools},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008530.pdf},
	author = {Andrej {\v S}orgo and Slavko Kocijan{\v c}i{\v c}}
}
@article {227,
	title = {PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPT MAPS REPRESENTING RELATIONAL STRUCTURE OF PHYSICS CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {183-194 },
	abstract = {In this study, a parsimonious set of quantities is developed to characterise and evaluate the quality of concept maps. It is shown here how such a set can be based on measurements of the connectivity, clustering and cohesion of concept maps. A structural model of the data is introduced so that concept maps can be evaluated and classified by using only two quantities called here richness of content (D) and quality of structure (q). The model is used in monitoring changes in the concept maps (N=33) consisting of two sets of maps (initial and final ones), made before and after teaching. Such an approach gives access to monitor changes of the concept maps during a teaching sequence.},
	keywords = {knowledge organisation, learning process, physics concept maps},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547320.pdf},
	author = {Maija Nousiainen and Ismo T. Koponen}
}
@article {212,
	title = {QUESTIONING AS A MEDIATION TOOL FOR COGNITIVE DEVELOPMENT IN EARLY SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {6-16 },
	abstract = {In this article are presented the results of an empirical study, which tried to find the explanation for the relatively unsatisfactory results of Slovene pupils in the Trends in International Mathematics and Science study (TIMSS) in the area of early natural science. Questions from teachers and those from children in the process of teaching the school subject of Environmental Studies in the first grade of nine-year primary school were examined and also the communication that the teacher, as a mediator of a learning process, initiates with children. More precisely: the quantity and quality of teachers{\textquoteright}, and consequently also of children{\textquoteright}s questions. 18 teaching hours in two elementary schools were observed and recorded with the defined protocol during the teaching of three thematic topics. The results show that teachers ask too many questions and that those questions are at lower taxonomic levels. The research also showed that children seldom ask questions and that these are also generally at lower taxonomic levels. These types of questions cannot be used as a mediation tool and consequently do not stimulate the cognitive processes of pupils.},
	keywords = {cognitive development, early natural and social science education, primary school, questioning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173206.pdf},
	author = {Vlasta Hus and Kordigel Aber{\v s}ek, M.}
}
@article {223,
	title = {SCIENTIFIC CREATIVITY IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Editorial},
	chapter = {144-145 },
	abstract = {Divergent thinking, which indicates the capacity to generate multiple alternatives or solutions, received attention as a component of creative thinking after the {\textquotedblleft}Sputnik shock{\textquotedblright} of the late 1950s. Since then, numerous special programs for fostering creativity in convergent, critical, associational or analogical thinking have been developed. As a result, an article in 1993 reported that there were about 250 programs for improving creativity, and in 1998, a researcher classified various teaching strategies used in the programs into 170 types.
Therefore, I with my colleagues have recently started to develop a new model called the {\textquoteleft}small-scale iterative experiences for teaching scientific creativity{\textquoteright}. The following studies will focus on finding alternative ways to incorporate this model into the ordinary science curriculum, and to measure the effectiveness of these methods in improving creativity. Furthermore, we will strive for an additional proof that these ways of creative thinking are still in contact with the nature of learning science in understanding scientific knowledge, conducting scientific inquiry, as well as in nourishing scientific thinking. On a final note, I hope I have inspired a healthy curiosity on the subject matter of scientific creativity, for more authentic science teaching and learning experiences to come with many science educators.},
	keywords = {analogical thinking, science education, scientific creativity},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547126.pdf},
	author = {Jongwon Park}
}
@article {228,
	title = {SCIENTIFIC RESEARCH ACTIVITY EVALUATION: LITHUANIAN UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} POSITION},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {195-208 },
	abstract = {Human progress is inseparable from scientific achievements. The role of scientific achievements and knowledge in the modern world progress process is evident. Science can help the humanity a lot: create a more comfortable life, predict natural phenomena, foster humanistic traditions, educate society, change the development of society and so on. Today it is obvious, that the basis of country{\textquoteright}s prosperity is its members{\textquoteright} perceptiveness, ability to discover, research and create. Therefore, society, its education system is concerned with forming conditions, encouraging young generation to try their abilities in scientific research activity, develop necessary competences and to know scientist{\textquoteright}s, researcher{\textquoteright}s activity and career peculiarities already in a secondary school.
After carrying out the research, the opinions of upper secondary school students (9-12 forms) about scientific research activity at school were analysed, Lithuanian comprehensive school upper secondary school students{\textquoteright} attitude towards researcher, scientist{\textquoteright}s activity was revealed. Factor analysis was carried out applying the main component method and Varimax rotation with Kaiser Normalization. After carrying out this analysis it became clear that upper secondary school students do not relate their future with scientific research activity, researcher{\textquoteright}s career is considered to be not perspective and of low prestige.},
	keywords = {comprehensive school, science education, scientific research activity, teaching proces},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547365.pdf},
	author = {Vincentas Lamanauskas and Dalia Augiene}
}
@article {226,
	title = {THE USE OF COOPERATIVE LEARNING IN DISPELLING STUDENT MISCONCEPTIONS ON CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {168-182 },
	abstract = {Misconceptions may be characterized as wrong or inaccurate views of a particular issue which, due to lack of clarity, are seen or perceived wrongly. Students hold misconceptions about many issues and subjects, including in respect of climate change. Most alarming about misconceptions is that if people continue to build knowledge on such misunderstandings, this may have serious impacts on their learning. Following a brief literature review on cooperative learning, this paper adopts a research methodology which a) defines what a misconception is, b) lists possible sources of misconceptions, c) discusses five misconceptions students often have about climate change and d) puts forward some cooperative learning techniques teachers can use to handle the problem.},
	keywords = {climate change, Cooperative learning, Education, misconceptions},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547274.pdf},
	author = {Evangelos Manolas and Walter Leal Filho}
}
@article {217,
	title = {THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Editorial},
	chapter = {72-72},
	abstract = {The use of information and communication technologies (ICT) in science education has become widespread and been developed increasingly by many science educators in our digital time. Students{\textquoteright} and teachers{\textquoteright} use of new technologies both in the classrooms and out of school have enhanced science learning more meaningful and permanent. In recent years, new technologies such as scientific visualizations, statistical modeling, real time data collection, dynamic modeling software, and collaborative group work environments has been used widely in science education. However, many researches have showed that the success and effect of these technologies use in the classroom highly depend on teachers{\textquoteright} knowledge, skills and experiences in this area. It is apparent that, in the innovative classroom environments that are designed with ICT tools, the expenditures will be in vain if science teachers have no enough knowledge, skills and experiences in these technologies.
Another important dimension of this discussion is how to guide students to use digital learning environments enhanced with simulations, virtual experiments, and online chatting among their classmates and teachers. These are intended to follow after school time for the sustained understanding of science concepts. In specific, the development of Web 2.0 technologies or social networking technologies provides students with their self driven science learning. These technologies also support to share the visual materials such as photograph, videos, graphics and simulations for a clear understanding of issues that the students may concern. Today{\textquoteright}s science teachers on the social networking environments do not only discuss with their students science-related issues, but also build and develop social communication skills of their students.
As a result, it should not be thought that ICT tools alone can resolve all the problems of science education. It also should not be assumed that the ICT tools are versatile remedies for students who suffer from understanding of school science. No doubt that a science teacher{\textquoteright}s eye contact and social interaction have positive impact on students{\textquoteright} achievement and attitudes in science more than the many technologies developed so far. In the light, science teachers{\textquoteright} pedagogical content knowledge to use ICT tools in their science curriculum and the suitable methods to use these tools in classroom atmosphere should be researched in more advanced levels.},
	keywords = {ICT, learning environments, new technologies, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008377.pdf},
	author = {Bulent Cavas}
}
@article {234,
	title = {WOMEN SCIENTISTS IN SCIENCE AND TECHNOLOGY TEXTBOOKS IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {277-284 },
	abstract = {The purpose of this study is to determine the amount of inclusion of woman scientists in the textbooks prepared in accordance with the 2004 Science and Technology Curriculum in Turkey. The study is a descriptive field study since it proposes an assessment of the situation. In the study, document analysis was conducted. The 4th to 8th grade textbooks were analysed. It was identified that, despite the aim to include men and women who contributed to science in the science and technology curriculum, the textbooks do not reflect this sufficiently. In the textbooks, even though a total of 78 different scientists are mentioned, only two of these are women. It is important to include women scientists in science textbooks for girls to be able to find the role models they need when choosing a career Therefore, women scientists who contributed to science should be included in textbooks and this must be reinforced with one-to-one activities. In addition, it is important that teachers be sensitive and informed on this issue.},
	keywords = {history of science, science education, science textbooks, women scientists},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547841.pdf},
	author = {Canan La{\c c}in-{\c S}im{\c s}ek}
}
@article {201,
	title = {THE CHANGES IN PUPILS{\textquoteright} CONCEPTIONS OF HUMAN BODY BASED ON SCIENCE, TECHNOLOGY AND SOCIETY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {212-223},
	abstract = {This paper explores the changes in 12 year old pupils{\textquoteright} conceptions of the organs and systems of the human body. The research was conducted as an intervention study in one Finnish primary school. The instruction was carried out by using the STS teaching approach which aims at linking the studying contents to everyday life contexts. The drawing method was used to catch pupils{\textquoteright} concep{\textlnot}tions of organs and parts of the body, before and after the teaching period. In addition, nine pupils were interviewed. Re{\textlnot}sults indicate that before teaching, pupils were able to name several organs of the human body, but they had no understand{\textlnot}ing of how they function and what is their relation with each other. After the teaching period the pupils were able to name more of the organs and explain more clearly their function and meaning. In particular, the brain and digestive systems were understood more accurately.},
	keywords = {conceptual change, human body research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172039.pdf},
	author = {Sari Havu-Nuutinen and Tuula Keinonen}
}
@article {202,
	title = {COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {224-236 },
	abstract = {The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermo{\textlnot}dynamic system. The aim is to find out the variation of comprehension of tempera{\textlnot}ture in the task solving process. 
Data is gathered by interviews based on the thinking aloud method. The inter{\textlnot}views were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.},
	keywords = {qualitative analysis, semantics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172088.pdf},
	author = {Fredrik Jeppsson and Helge Str{\"o}mdahl}
}
@article {205,
	title = {CONCEPTS AND APPROACHES FOR THE IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN THE CURRICULA OF UNIVERSITIES IN LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {264-272 },
	abstract = {This article identifies general trends in implementation of education for sustainable development into higher education in Latvia. The purpose of this study is to explore to what extent and by means of which approach the higher education institutions in Latvia have been attempting to incorporate sustainability in the curricula. The questioning on 8 higher education institutions was conducted and the current initiatives of practices were assessed. The study results show that higher education institutions are at the first stage of transforming their curricula towards education for sustainable development, and the efforts to incorporate the issues of sustainability into the curricula can rather be characterised as education about sustainable development. Major emphasis is put on the links between environmental education and education for sustainable development.
Higher education institutions in Latvia are at the first stage of {\textquotedblleft}greening{\textquotedblright} their curricula, and the efforts to incorporate the issues of SD into curricula can be characterised more as education about sustainable development. Since the environmental dimension is particularly accented and there is a noticeable lack of holistic and interdisciplinary approaches, the limited conception of SD is widespread among the higher education institutions. The possible agents of changes promoting sustainability in university structures are the academicians. Therefore, the activities focusing on the academic staff training and involvement in sustainable development ideas should be developed. Future studies should explore what is the academic understanding of sustainable development and how this perception affects the teaching and learning about SD.},
	keywords = {education for sustainable development, environmental education, university curricula},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172619.pdf},
	author = {Maris Klavins and Madara Pelnena}
}
@article {195,
	title = {THE CONTRIBUTION OF EDUCATION TOWARDS MEETING THE CHALLENGES OF CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {142-155 },
	abstract = {This paper outlines the contribution the education sector can provide in meeting the challenges of climate change, worldwide. It offers an analysis of the means via which education, awareness and training can help the global efforts to tackle climate change and lists a set of practical activities which may assist various groups in handling climate matters as part of formal and non-formal education. The paper concludes by providing a warning: without proper emphasis to educational approaches, the desired (and indeed) changes in attitudes and behaviour as well as the motivation needed in order to engage people in reducing the impacts they may have on the climate, may not be fully achieved.},
	keywords = {Active learning, climate change, formal and non-formal education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171586.pdf},
	author = {Walter Filho and Paul Pace and Evangelos Manolas}
}
@article {193,
	title = {A CROSS-NATIONAL STUDY OF CZECH AND TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS ICT USED IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {119-134},
	abstract = {This paper focuses on differences of attitudes related to information and communication technologies among Czech and Turkish university students. Student attitudes were evaluated summatively and with respect to gender, year, country, and type of residential area (town/village). Student attitudes were measured by a modified version of the Information and Communication Technologies Attitudes Questionnaire (Kubiatko \& Hal{\'a}kov{\'a}, 2009). The sample consisted of a total of 770 unversity students (316 Czech and 454 Turkish). The data analysis included factor analysis, MANCOVA, ANOVA, and t-test. The factor analysis yielded five dimensions: 1) Influence of ICT on teaching process, 2) Influence of ICT on human body and environment, 3) Using of ICT in teaching, 4) School and ICT, 5) ICT as didactic equipment. As a result, students from the Czech Republic, male students, sophomores, and students living in town showed more positive attitudes in comparison to other respective groups.},
	keywords = {attitudes, information and communication technologies, Questionnaire, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171457.pdf},
	author = {Milan Kubiatko and Muhammet Usak and Kursad Yilmaz and Mehmet Tasar}
}
@article {191,
	title = {DEVELOPMENT OF COMMUNICATION TRAINING PARADIGM FOR ENGINEERS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {99-108 },
	abstract = {Engineers carry a stigma of being ineffective communicators, and various calls for teaching them communication skills have been performed. In the context of Bologna changes in European university space, such calls seem to be even more important, since the demand of employability and applicability of graduate engineers is one of the most important arguments for change. Many engineering educational institutions (mostly universities) have made efforts to improve the situation: they have included rhetoric or communication courses into the existing study programs. Rhetoric/communication teachers, who used to undertake similar courses in the language and literature departments, have mainly taught these rhetoric courses. However no special rhetoric/communication courses have been developed for engineers. The fact is that research in the field of rhetoric for engineers has not got a lot of scientific research yet.
This paper will attempt to given answers to the following question: What kind of communication skills does an engineer require? A rhetoric course, designed for engineers and a didactic model for rhetoric education of engineers will be presented and evaluated. },
	keywords = {Communication, Education, Engineering education, rhetoric},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171312.pdf},
	author = {Boris Aber{\v s}ek and Metka Aber{\v s}ek}
}
@article {190,
	title = {DEVELOPMENT OF NATURE OF SCIENCE SCALE (NSS) FOR ADVANCED SCIENCE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {87-98 },
	abstract = {Frequent use of open-ended questionnaire plus interview application for nature of science as a requirement for informed decision making has been criticized by many researchers and a need for an easily administrable and scorable instrument has been emphasized. At the same time, existing instruments were developed with the students out of advanced students. Therefore, the purpose of this study is development of a nature of science scale for advanced science students. The study was conducted with 224 advanced science students. Both confirmatory and exploratory factor analysis were done to collect evidence for validity of the scores on the instrument and it was found that both of the analyses approved appropriate validity of the scores. Cronbach alphas for subscales were found as from .55 to .77 as acceptable values. The implications and importance of the instrument will be discussed in this article.},
	keywords = {advanced science students, nature of science, scale development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171261.pdf},
	author = {Mustafa Serdar Koksal and Jale Cakiroglu}
}
@article {209,
	title = {EDUCATION FOR SUSTAINABLE DEVELOPMENT: CURRENT FAD OR RENEWED COMMITMENT TO ACTION?},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {315-323 },
	abstract = {The paper will comparatively highlight the main characteristics of environmental education and some of its variants. Similarly the paper will critically analyse major international events addressing the need to implement environmental education and their impact on the educational community. These two reviews will act as a backdrop to a critical analysis of why the resources invested in environmental education have not provided the turnout expected. Strategies adopted to get results have further complicated the situation, giving rise to confusion and lack of direction in the field, a schism between theory and practice, and a further fragmentation of resources. The paper concludes by making several reflections and concrete proposals about making the UN Decade of Education for Sustainable Development a worthwhile experience {\textellipsis} particularly at the grassroots level.
While not downplaying the urgency to get environmental education on the road, we need to understand that education is a gradual process that simply cannot be hurried. People take time to change: most of our communities have gradually adapted to a more comfortable but unsustainable way of life {\textendash} going back (or rather moving on) to a sustainable lifestyle will likewise take some time. Without being overly optimistic, looking back we have made progress, not as much as we would have desired, but we have managed to put environmental issues on the political agenda and there is a heightened awareness of environmental concerns. Nevertheless, we cannot relent in our efforts to promote an education that prepares individuals for sustainable development, but rushing things may drive us into repeating the same mistakes.},
	keywords = {education for change, education for sustainable development, environmental education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172843.pdf},
	author = {Paul Pace}
}
@article {208,
	title = {EDUCATIONAL ADVANCES AND TRENDS FOR SUSTAINABLE DEVELOPMENT: A RESEARCH PROJECT ON EDUCATIONAL INNOVATION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {302-314 },
	abstract = {Within the framework of the Bologna Process, the UNESCO Chair in Environmental Education and Sustainable Development, based at the National University of Distance Education of Spain, is developing research in the field of educational innovation with the aim of incorporating in its learning model the methodological procedures resulting from recent developments in information technology. The teaching innovation projects presented in this work have been designed for students of Environmental Education and Sustainable Development as part of their Environmental Sciences and Education Courses, who were used to test the learning potential of two teaching methodologies: a) the Cmap Tools editor for the construction of concept maps, which is particularly designed to enhance understanding of the relations that make up the conceptual structure of the topics of study; and b) online collaborative learning groups, intended to promote team work and encourage participation, dialogue and divergent thought, all of which are central to education for sustainability. Each pilot project generated material and resources specifically designed for this purpose and entailed a consistent assessment process.

The evaluative research carried out confirms that the methodology of online collaborative learning groups is of interest to the purposes of the subject. The satisfaction which students acknowledge that they feel largely supports the motivational capacity of this methodology to facilitate learning processes and encourage team work, the values of participation and dialogue for reaching consensus. As a result it may be stated that online collaborative learning groups are an appropriate instrument for encouraging the acquisition of ethical competencies. They seek assimilation of disciplinary contents, but, inevitably, by the very nature of the procedure, they require the daily application of attitudes of co-responsibility, solidarity, cooperation and negotiated settlement of conflicts. All these are directly linked to the objectives for environmental education for sustainable development to be achieved in higher education.},
	keywords = {educational information technology, environmental education, online collaborative learning groups, sustainable development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172792.pdf},
	author = {Mar{\'\i}a Novo and Mar{\'\i}a-{\'A}ngeles Murga-Menoyo and Mar{\'\i}a-Jos{\'e} Bautista-Cerro}
}
@article {200,
	title = {ENVIRONMENTAL LEARNING RELATED TO EARTH SYSTEM SCIENCE IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {196-211 },
	abstract = {In this paper results from a lon{\textlnot}gitudinal study, with 28 pupils in primary school, is presented. The question asked is how pupils develop concepts in a related to the natural- and the techno sphere. The qualitative research consists of inter{\textlnot}views, questionnaires and video-recorded sequences in the pupils{\textquoteright} science learning. The results were analyzed according to the Earth System Science model and the expressions were categorized according to their logical reasoning about what is happening between the spheres. The ex{\textlnot}plorative study indicates the pupils{\textquoteright} ability reasoning about solutions and developing their ontological views. It is a question about scientific facts and values. The overall conclusion is that the pupils over time are able to connect different environ{\textlnot}mental concepts and e.g. point out how toxic substances can be spread through the air into the water and the ground. Play and learning widens the perspectives and different explanations of concepts can be created.},
	keywords = {play and learning, primary school, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171990.pdf},
	author = {Christel Persson}
}
@article {210,
	title = {GREEN MANAGEMENT, CLIMATE CHANGE AND SMALL BUSINESS IN BRAZIL: IMPLICATIONS FOR TRAINING AND EDUCATION FOR SUSTAINABLE DEVELOPMENT},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {324-333 },
	abstract = {This paper presents the results of a study on the analysis of training needs regarding environmental (green) management and climate change topics in micro and small enterprises (MSEs) in Brazil and its implications on education for sustainable development. It reports on an e-mail survey of Brazilian small enterprises, whose results indicate that they are indeed interested in environmental management and climate change topics in an education for sustainable development context. The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies.
The study indicates that proposals for courses on environmental management and climate change should follow a systemic perspective and take sustainable development into account. By applying factor analysis, it was found that the topics of interest can be grouped into thematic modules, which can be useful in the design of training courses for the top management leaders of those companies. There is a special interest in topics about {\textquotedblleft}development of green products{\textquotedblright} and {\textquotedblleft}Influence of environmental management and climate change on businesses. Thus, education for sustainable development must consider small enterprises.},
	keywords = {climate change, education for sustainable development, environmental training},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172911.pdf},
	author = {Davi Fouad Soubihia and Charbel Jose Chiappetta Jabbour and Walter Leal Filho}
}
@article {207,
	title = {IDEOLOGY, EPISTEMOLOGY AND PEDAGOGY: BARRIERS AND DRIVERS TO EDUCATION FOR SUSTAINABILITY IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {285-301 },
	abstract = {The Brundtland Report (Brundtland Report, cited in United Nations Department of Economic and Social Affairs, 1999) definition of education for sustainability (EfS) allows us to conceptualise sustainability in a number of ways in education, such as ecological sustainability, sociocultural sustainability and, political sustainability. Whilst EfS issues have multi-dimensional meanings, including effects, root causes, change strategies and preferred futures each curriculum area can contribute. This paper focusses on how approaches to science education can contribute to or inhibit EfS, according to what degree it informs understanding of sustainability issues, how it may support values and beliefs underpinning sustainability and how priorities in constructing curricula can influence pedagogy. Epistemology, as conceptions of knowledge associated with science, and ideology, as political influences that shape curricula, can direct approaches to pedagogy, which may or may not support EfS. Examples of approaches to science education that may support EfS are discussed with implications for appropriate pedagogy to support EfS summarised.
This paper has discussed how ideological, epistemological and pedagogical assumptions of curriculum planners and those who implement curricula affect EfS. Table 2 summarises the discussion and illustrates how modern, positivist or postpositivist approaches to science education can provide barriers or drivers to EfS. As unsustainability is not tenable option for society, postpositivist pedagogical approaches that support sustainability must be seen as an imperative rather than an option. Some of these pedagogical approaches are being put into practice; for example the development of resources to support teaching for sustainability, the establishing of eco-schools as models for sustainability practice and some very good guidance for development of EfS at national, regional and local level (see introduction). However, understanding of the barriers and drivers to EfS is also needed to counter the barriers and to foster a more systematic integration of EfS within the curriculum to achieve effective action for sustainability.},
	keywords = {epistemology, ideology, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172734.pdf},
	author = {Michael Littledyke and Evangelos Manolas}
}
@article {184,
	title = {INSTRUCTION OF PROBLEM SOLVING STRATEGIES: EFFECTS ON PHYSICS ACHIEVEMENT AND SELF-EFFICACY BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {20-34 },
	abstract = {This study has investigated the effects of problem solving instruction on physics achievement, and physics self-efficacy beliefs in an introductory physics course at university level. In this study, pretest-posttest and quasi-experimental design with a non-equivalent control group was used. Two groups of student teachers (n=77) participated in this study. During the study, one group received problem solving strategy instruction while the control group received traditional problem solving strategies. Data was collected using the Physics Achievement Test and Physics Self-Efficacy Scale. Results indicate that strategy instruction has positive effects on physics achievement, and physics self-efficacy beliefs. On the basis of the findings, it is strongly recommended that physics instructors use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and related outcomes such as course achievement.
This study provides some evidence of the positive effects of using problem solving instruction (UQAPAC+SE) on student teachers{\textquoteright} physics achievement. Explicit problem solving strategy instruction was more effective than traditional instruction in improving physics achievement and self efficacy of the participating students. 
In addition to assuring students{\textquoteright} active (curiosity and interest) participation in the problem solving activities, explicit problem-solving instruction has helped students by leading them to apply good problem solvers{\textquoteright} strategies on the step model while solving physics problems, and thereby helping them to improve their cognitive and metacognitive awareness, features displayed by strategic learners. Moreover, the instruction program provided students with learning activities by which students could feel successful and help their self-efficacy develop. In this context, it can be said that strategy teaching in physics may play a significant role in training strategic, successful, and high self-efficious problem solvers. 
In light of the results of the present study, teachers and/or educators who do not include strategy applications in their programs because of time constraints but want to improve the effectiveness of their instructions, may review the potential benefits of strategy instruction.
The fact that the study was carried out within a regular teaching program has limitations on this study. Firstly, prompt feedback related to the problem solving sheets and self evaluation forms collected from the students after the application could not be given. In this context, the feedback related to what the students did could only be given in the following weeks lecture. The provision of prompter feedback would have meant that the students could have understood their mistakes and deficiencies immediately. Secondly, the study has been conducted within a six weeks period. It is thought that long term future studies on the same theme may prove to be useful in producing more positive effects on the results.
On the basis of the findings, it is recommended that physics instructors should use explicit problem solving strategy instruction in their lessons to develop students{\textquoteright} problem solving skills and the related outcomes such as course achievement. Research where the effects of instruction of different problem solving strategies in different grade levels on a physics course and different effective characteristics (e.g. learning satisfaction and motivation to learning) are investigated should be done. Problem solving strategies and courses intended to instruct these strategies should be added to the curriculums of the institutions which are educating teachers. In addition to this, many different kinds of research comparing a group where problem solving strategies instruction was implicit with the groups where it was explicit; or comparing the effects of instruction of problem solving strategies and learning strategies; or investigating the effects of instruction of problem solving strategies in computer-aided or cooperative learning groups can be done. Moreover, in further research, by supporting a strategy instruction program combined with a self-efficacy development program which can be applied in addition to a normal instruction program, more effective results could be obtained. },
	keywords = {achievement, Problem Solving, Self-Efficacy Beliefs, strategy instruction},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741010.pdf},
	author = {Serap {\c C}al{\i}{\c s}kan and Gamze Sel{\c c}uk and Mustafa Erol}
}
@article {183,
	title = {AN INVESTIGATION OF ELEMENTARY STUDENTS{\textquoteright} SCIENTIFIC LITERACY LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {6-19},
	abstract = {Scientific literacy has become the major goal of science education in many countries as well as Turkey. In line with this goal, the purpose of this study is to investigate the scientific literacy level of elementary students in Turkey. In this study, the scientific literacy level of students is investigated through {\textquotedblleft}Scientific Literacy Test{\textquotedblright} adapted by the researchers. The test was administered to 946 elementary students enrolled in 6th, 7th and 8th grades in nine cities during the academic year of 2008-2009. The results of the study showed that 8th grade students significantly differ in their scientific literacy level compared to 6th and 7th grade students. However, eight graders have also some difficulties on some items related to the nature of science.
Scientific literacy has been recognized as an important characteristic that every citizen in a modern society should possess. In this respect science education is critical for developing students{\textquoteright} scientific literacy, which is turn in future scientifically literate citizens. Therefore, this study was aimed at exploring the scientific literacy levels of elementary students enrolled in 6th, 7th and 8th grades, and the results of this study showed that elementary students have a moderate level of scientific literacy. This result is promising when the results of PISA 2006 assessment, which indicated that only a few number of these students were found to be able to identify the scientific components of many complex life situations, is considered.
However, it is clear that science educators should put in more efforts to increase the students{\textquoteright} moderate level scientific literacy. After realizing the importance of scientific literacy as a major goal of science education in the world, science educators in Turkey made some efforts to improve science curricula. It is stated in the Science and Technology curriculum in Turkey that regardless of the individual differences, the main goal of science education is to educate all students as scientifically literate. Obviously, this effort would be useful in this regard because the new Turkish science curriculum might help students develop a moderate level of scientific literacy.
When the grade levels were examined in terms of scientific literacy levels, the results of this study revealed that students already have an average level of scientific literacy as they started upper elementary (e.g. 6th grade). Although the level of scientific literacy is seen to be increasing at 7th grade, there is no statistically significant difference between 6th and 7th grades in terms of scientific literacy level. A significant difference in increasing scientific literacy is only seen at 8th grade. In the light of these results, it can be concluded that although new Science and Technology curriculum makes a difference in scientific literacy for upper elementary students, it is not effective to raise the levels to more satisfactory. For that reason, it is necessary to explore ways to improve scientific literacy levels of students at each grade level. According to BouJaoude (2002) teaching, assessment, the quality of textbooks used, participating in extra-curricular scientific activities, and experiencing science in out-of-school contexts are important factors influencing the students{\textquoteright} scientific literacy level.},
	keywords = {elementary, science education, scientific literacy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740965.pdf},
	author = {Yasemin {\"O}zdem and P{\i}nar {\c C}ava{\c s} and B{\"u}lent {\c C}ava{\c s} and Jale {\c C}ak{\i}ro{\u g}lu and Hamide Ertep{\i}nar}
}
@article {194,
	title = {KNOWLEDGE ABOUT COMMON VERTEBRATE SPECIES IN GERMAN KINDERGARTEN PUPILS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {135-141 },
	abstract = {Biodiversity has become a challenging educational topic and knowledge about animal species and their identification is one aspect of learning about biodiversity. There are few studies addressed at assessing vertebrate species knowledge and species identification skills in children prior to schooling ({\textquoteleft}kindergarten{\textquoteright}). Here, we tried to quantify the knowledge about fifteen animal species in a period before the onset of schooling as an assessment of prior knowledge. Children in the kindergarten were found to be able to identify common vertebrate species. Boys and girls scored equal in knowledge, but pupils with German as foreign language scored lower. There were significant differences between the eight kindergartens in our study. High scores have been found in a kindergarten within a large city.},
	keywords = {biodiversity, kindergarten, pre-schooling, vertebrate animal species knowledge},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171515.pdf},
	author = {Christoph Randler and Lisa Wieland}
}
@article {186,
	title = {MENTAL REPRESENTATIONS OF NINTH GRADE STUDENTS: THE CASE OF THE PROPERTIES OF THE MAGNETIC FIELD},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {50-60 },
	abstract = {The study of students{\textquoteright} mental representations of Natural Sciences concepts and phenomena constitutes a central part of Science Education research, as they play a decisive role in teaching. In the study presented here, we investigate 157 ninth grade students{\textquoteright} mental representations of the magnetic field, after they were taught about it in school. The empirical data was gathered through an interview using 4 tasks which involved the evaluation of actual or hypothetical situations. The research data included mental representations that cause difficulty in the comprehension of the properties of the magnetic field.
The results of all four tasks show that the students face considerable difficulty in evaluating actual or hypothetical experimental situations involving the application of the properties of the magnetic field. It is indicative that, with the exception of the task concerning the exertion of magnetic forces in air to which approximately 4 out of 10 students responded adequately, in the remainder of the tasks only about 1 out of 10 students are able to fully process the situations presented, to express reasoning and formulate hypotheses based on declarative school knowledge. Of course, this is not solely due to the inadequate comprehension of magnetic properties (as in Task 4, concerning the permanent magnetisation of certain substances), as well as the inability to correlate characteristics caused by the magnetic field and the rest of the characteristics of the experimental situation. For example, as we saw in Task 3, the exertion of interactive forces on the magnetic field is closely linked to the question of interactive forces within a field, which is a problem we generally come across (Solomonidou \& Kolokotronis, 2001). We could, therefore, address the question of organising the appropriate teaching activities in order to make the properties of the magnetic field better understood, as well as the question of reorganising sections of the curriculum in order for the study of magnetic properties to become systematically linked to questions of the general properties and the nature of fields. Especially, the discussion about tasks 2 and 3 indicates that any teaching intervention about magnetic field is fruitful to be designed in connection students{\textquoteright} mental representations about Newtonian model. 
Moreover, it appears that a discussion concerning a satisfactory comprehension of the magnetic field has to encompass not only the specific properties of the magnetic field, but also the special applications of these properties in various experimental situations. This will make it possible for students to elaborate magnetic properties in a functional way and to alternate back and forth between the model and reality, finally arriving at the construction of the model of the magnetic field. This sequence of steps is very important since, as the results of our study have shown, students who merely followed conventional lessons on the magnetic field and had already completed the first round of a qualitative approach to magnetic and electromagnetic phenomena have considerable difficulty in using the fundamental properties of the magnetic field.},
	keywords = {properties of the magnetic field, students{\textquoteright} mental representations},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741157.pdf},
	author = {Konstantinos  Ravanis and Panagiotis Pantidos and Evangelos Vitoratos}
}
@article {182,
	title = {NATURAL SCIENCE EDUCATION IN THE TIME OF VIRTUAL WORLDS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Editorial},
	chapter = {4-5 },
	abstract = {Implementation of ICT to the process of instruction does not mean eliminating real school experiments from school laboratory practice. Real living environment makes us face more and more items of virtual environment, worlds, mediated by infinite possibilities of computer networks. The mediated perception through virtual images has become an important cognitive channel for pupils. Real information from the existing reality is steadily replaced by virtual information. 
Is the remote (by computer network mediated) and virtual (by computer simulated) experiment able to meet requirements of the best school laboratory practice?
How to blend an effective and meaningful application of real, indirect and simulative observation, measuring and experimenting according to didactic principles?
Reaching the above mentioned targets in science education is classified to be progress in so called science literacy. Virtual environment supported by ICT is penetrating both human and school life. All kinds of our activities can be supported by technologies. According to Marshall McLuhan (1964) it can be said {\textquotedblleft}...technologies are enhancing our senses...{\textquotedblright} and they can support our understanding of nature and improving our being. In our opinion, the necessity to research this field, especially in situations where the initial relation to natural science and technical subjects is formed, is currently very topical and desirable (B{\'\i}lek and Skalick{\'a}, 2009).},
	keywords = {research project, science education, virtual information},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740764.pdf},
	author = {Martin Bilek}
}
@article {188,
	title = {A NEW MONOGRAPH FOR RELEVANT SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {72-74 },
	abstract = {The monograph {\textquotedblleft}Interaction of Real and Virtual Environment in Early Science Education: Tradition and Challenges{\textquotedblright} is first outcome of the research project Challenges and limits of interacting real and virtual environments in early science education, which is supported by the Czech Science Foundation (GA{\v C}R), and it is Volume 5 of the Didactics of Science and Technical Subjects edition published by the Faculty of Education, University of Hradec Kr{\'a}lov{\'e} since 1999. 
The monograph, published in English, consists thirteen contributions of authors from four countries (Lithuania, Poland, Slovakia and Czech Republic) and six universities (University of Hradec Kr{\'a}lov{\'e}, Jan Evangelista Purkyn{\v e} University, Adam Mickiewicz University in Pozna{\v n}, Jagellonian University in Krakow and {\v S}iaulai University). 
The content is structured into six main chapters devoted to the methodology of science cognition, and focusing mainly on general chemical education, real and virtual experiments in early education in this field, their types, possibilities and experience in their practical use in the process of instruction, in research activities of experiment-supported instruction, and it also deals with possible risks which applications of new technologies may cause. 
In the Introductory Chapter M. B{\'\i}lek discusses the importance of the Natural Science methodology and its projection into the Science subjects in general education in the times of information and knowledge society. 
In Chapter Two J. {\v S}koda, P. Doul{\'\i}k, K. My{\v s}ka and others provide a detailed insight and analysis of the role of school experiments as an important method in the process of cognition; they also emphasize the contribution of modelling and creating modern material didactic means to support the process of Chemistry instruction. 
Chapter Three includes four contributions on virtual experiments and their types. The above mentioned computer models and modelling are worked out in the study by K. My{\v s}ka, K. Kol{\'a}{\v r} and M. B{\'\i}lek. The last mentioned together with M. Tur{\v c}{\'a}ni and P. Skalick{\'a} deal with remote and virtual laboratories and remote measuring. They emphasize the contribution of F. Lustig, a Czech pioneer in the field of school applications of remote laboratories in Physics, they present examples of putting such activities into effect, and running and managing Web supported real chemical experiments. Foreign authors R. Wolski and P. Jagodzi{\'n}ski describe the situation in Poland and provide examples of using the Internet for chemical experiments. They introduce a course tailored to Chemistry students and teachers which aims at developing new skills in this field. They also deal with new electronic teaching aids, e.g. minicomputer, and services which it offers to Chemistry instructions. The article contains photographs showing the use of the presented material didactic means in the real environment. An article by M. B{\'\i}lek on the role of virtual museums in science and technical instruction as an example of electronic support of so called "museum didactics" closes this part. 
Chapter Four focuses on ways in which different types of experiments can be applied in Science education. Authors of five contributions look for ideal rate of using real and virtual environment for running experiments, and the present their own experience. Again R. Wolski and P. Jagodzi{\'n}ski summarize the positive influence which experiments have on the process of cognition in Sciences, mainly in the affective field and motivation. J. Rychtera demonstrates the possibility of intentionally directed process of perceiving through experiments supported by video-technology. I. Maciejowska and M. B{\'\i}lek set main e-learning objectives in Science education, among which experimental activities cannot be omitted. A specialist in the field of "augmented reality" and "augmented virtuality", V. Lamanauskas, presented possibilities how this modern tool can be used in early Science and Chemistry instruction, analyzes the advantages and disadvantages, and introduces the ARISE Project as an innovative approach to natural science education. The topic is widened by M. Vilkoniene who presents results of the research supported by this technology. 
Research activities focusing on the use of real and virtual experiments in early Science instruction are discussed in Chapter Five. It includes two articles by P. Doul{\'\i}k, J. {\v S}koda and M. B{\'\i}lek. In the former one authors provide a meta-analysis of research studies on didactic application of various types of experiments which were published in renowned foreign journals in the last decade. In the latter contribution selected methods of pedagogical experiments applied in researching efficiency of school experiments in Natural Science instruction are presented and evaluated. 
In the final chapter the same three authors propose a possible future way based on the curricular reform. This requirement results from social and economic changes running in the current society, and the technical and technological development in all spheres. The curriculum reflecting this situation and perspectives must define adequate educational objectives, content and extent, methods and forms how information is provided to students, deal with relationship between science and technology on one side, and society on the other one, include global and ecological problems, devote to inter-subject relations and ways of thinking in the new situation, propose supportive methods of instruction which are offered by new information and communication technologies. Research projects which provide feedback information about this process form the basis for defining didactic recommendations. 
The publication does not aim at covering the whole field which is currently very hot. Author/s of each contribution are trying to provide their experience towards the process of ICT implementation in the science and technical subject instruction, particularly in early Chemistry instruction. Being implemented correctly, the supporting-instruction ICT provide not only educational contribution in the form of visual multimedia presentations of school experiments, but they also eliminate the danger during real experiments, and they save money because new chemical matters and other laboratory aids are not required. The long-term savings appear despite the starting financial expenses in HW and SW equipment. 
One of the most important contributions of the monograph is by my opinion the above mentioned meta-analysis which resulted from demanding work of experienced researchers. The cited references will serve the interested as a deep source of literature in this field. The monograph is well-arranged because of unified structure and formatting of single contributions, and adequate technical quality of the text and figures. 
The monograph can be recommended to researcher and teachers of all types and school levels. It enables future and graduate teachers to insight in the work of experienced university teachers, didacticians and researches in the field of science and technical subject instruction. It offers an outline of modern technologies which could by applied in experimenting, motivates to follow or be modified according to the level of their own institution. 
The work is available at University of Hradec Kralove, Gaudeamus Publishing House, or in the electronic form on the project web page (http://pdf.uhk.cz/kch/projekty.html). },
	keywords = {general chemical education, methodology of science cognition, real and virtual experiments, research project, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741265.pdf},
	author = {Ivana {\v S}imonov{\'a}}
}
@article {204,
	title = {NEW PERSPECTIVES IN EDUCATION FOR SUSTAINABLE DEVELOPMENT},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Editorial},
	chapter = {262-263 },
	abstract = {Education for sustainable development is one of the most important tools in raising awareness about environmental issues within a sustainable development context, i.e. a context in which environmental matters are taken into consideration along with economic, social, political and ethical issues.
With the decision to run the UN Decade on Education for Sustainable Development (2005-2014), the United Nations acknowledges the usefulness of and the need for identifying suitable initiatives, approaches and methods, via which knowledge on sustainable development may be fostered, bearing in mind its inherent complexity.
But even though much has been said and written about education for sustainable development, there are still many problems associated with its execution. For example, there is a need to identify and document the wide range of projects and initiatives taking place today, and which exemplify the types of works that can be done, in a concrete manner. A second problem is in relation to the fact that even though much is happening, few of the current works are properly disseminated. Moreover, even though the integration of matters related to sustainable development at university level is a highly desirable goal, there are barriers preventing this from taking place, which need due consideration. },
	keywords = {education for sustainable development, practice, systematic approach},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172567.pdf},
	author = {Walter Leal Filho}
}
@article {185,
	title = {PERCEIVED FRAMEWORKS OF YOUNG PEOPLE ON GLOBAL WARMING AND OZONE DEPLETION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {35-49 },
	abstract = {The learner selects and transforms information, constructs hypotheses and makes decisions, relying on a cognitive structure that provides meaning and organization to experiences and allows the individual to go beyond. Quantitative data regarding concepts formed about global warming and ozone depletion was obtained through a questionnaire administered to 280 Maltese post-secondary students, who had already attended Environmental Science lessons. In depth group interviews were performed with four focus groups to elucidate underlying reasoning. Besides the presence of lacunae in their knowledge, the study revealed that students formulated their own logical, but sometimes incorrect, frameworks through which they could explain the issues. Concept maps elicited from the data show how students erroneously linked global warming to ozone depletion and stratospheric ozone to tropospheric ozone. Recommendations are made on how learners can think how an expert of that particular knowledge domain would think in that particular circumstance.
The concepts related to current ecological crises should engage students with real life issues that are analysed within social and cultural contexts in order to make valid judgments. An effective Environmental Science curriculum should include a set of organized experiences aimed at helping students develop correct environmental concepts. The results reported in this study can be used to help the teacher in the selection of concepts and how they can be sequenced in meaningful ways. The design of multidisciplinary curriculum units and appropriate teaching strategies that address student understanding of complex natural phenomena can lead to the development of correct conceptual frameworks which are meaningful. 
It is imperative for educators to be familiar with what the students already know. The challenge is to design instructional strategies which address these conceptions and attempt to alter them in meaningful ways. This implies a paradigm shift in science education based on constructivism. The educator can help students:
a) identify authentic issues;
b) conceptually analyse scientific knowledge related to these issues;
c) determine their existing knowledge regarding these issues; and 
d) design meaningful environmental courses that aim in formulating correct conceptual frameworks.
This will produce correct links between concepts, and transfer of knowledge from one context to another would be facilitated. The outcome will be the creation of more complex meaning in a structured manner.
An incorrect perception could be a point of departure for a constructivist approach, keeping in mind the fragmented knowledge students possess and the mental models they have constructed when this knowledge was put together. Students should be given the opportunity to construct, discover and explain the links formed between the knowledge accumulated in order to build a correct conceptual framework.
Students need opportunities which involve the generation of situated knowledge to develop action-competence. Moreover, scientific concepts taught formally in the classroom should have application in the field in order to help students make sense of whether their actions have the potential to respond to the symptoms of environmental issues, or more importantly, to address the causes. Such learning opportunities should start from early childhood when environmental frameworks will start to develop.},
	keywords = {climate change, cognitive frameworks, learning processes, misconceptions in learning, ozone depletion},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741075.pdf},
	author = {Joanne Grima and Walter Leal Filho and Paul Pace}
}
@article {192,
	title = {PERCEPTIONS OF COLLABORATION, EQUITY AND VALUES IN SCIENCE AMONG FEMALE AND MALE COLLEGE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-118},
	abstract = {Diversification of the science, technology, engineering and math (STEM) workforce requires a climate supportive of underrepresented groups. We studied undergraduate student attitudes to uncover perceptions that may be addressed through targeted pedagogies. We surveyed undergraduate students pursuing science and humanities programs to quantify their attitudes toward gender equity, the importance of values, the perceived contribution of competition and collaboration to science, and to examine their understanding of multidisciplinary collaborations in science. Women more strongly supported gender equity, were more likely to recognize women{\textquoteright}s contributions, and had a more positive view of female scientists{\textquoteright} lives. Women perceived science as more collaborative, identified a broader range of disciplines, including social sciences and humanities, to include, and viewed collaboration as working directly with others rather than using published work. We relate our results to the need for gender-sensitive pedagogies and other changes in the college science curriculum.},
	keywords = {gender, Multidisciplinary, science education, Undergraduate},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171377.pdf},
	author = {Linda Fuselier and J. Kasi Jackson}
}
@article {197,
	title = {PUPILS CONNECTING OBSERVATIONS AND EXPLANATIONS IN SUCCESSIVE DEMONSTRATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {167-178},
	abstract = {The aim of this study is to find out how pupils will connect their observa{\textlnot}tions and explanations from a demonstra{\textlnot}tion. Seventh graders (117) were shown successively two demonstrations about floating and sinking. Pupils{\textquoteright} observations and explanations were classified and compared with each other in the two demonstrations. The four observation categories were: Complete observation, incomplete observation, non-essential observation, and no observation. The five explanation categories were: Scientific explanation (density), alternative explana{\textlnot}tion (weight), situational explanation (temperature), spontaneous explanation (irrelevant, insufficient, wrong), and no ex{\textlnot}planation. Both the observations and the explanations were improved significantly in the second demonstration even that no teaching was done between the demon{\textlnot}strations. The ways used by the seventh graders in processing their observations and explanations have been examined from the viewpoint of perceptual learning, variation theory, and the memory models in cognitive psychology.},
	keywords = {Explanation, observations, science education, variation theory},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171824.pdf},
	author = {Olavi Hakkarainen and Maija Ahtee}
}
@article {199,
	title = {RESIDENT SCIENTISTS{\textquoteright} INSTRUCTIONAL PRACTICE AND THEIR PERCEIVED BENEFITS AND DIFFICULTIES OF INQUIRY IN SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {187-195},
	abstract = {This study determined the na{\textlnot}ture of the laboratory activities undertaken by Resident Scientists in high schools through a science education outreach project. This study also attempted to determine Resident Scientists{\textquoteright} perceived benefits and difficulties of students doing inquiry science activities in schools. A sample comprised eight Resident Scientists at a medium-sized University in Midwest of the USA. Resident Scientists were serving in a University-School partnership project funded by the National Science Founda{\textlnot}tion (NSF) GK-12 program. Data was collected through a questionnaire. Results show that the reported laboratory activi{\textlnot}ties were at guided and verification inquiry levels and nothing at structured and open inquiry levels. Resident Scientists recognized the important role of inquiry, benefits and difficulties for implementing inquiry in schools. Their perceived difficul{\textlnot}ties for inquiry in schools represent barriers for open inquiry in science classrooms. These findings have some implications for science learning, teaching and teacher education.},
	keywords = {inquiry oriented learning, resident scientist},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171938.pdf},
	author = {Frackson Mumba and William F. Mejia and Vivien Mweene Chabalengula and Simeon  Mbewe}
}
@article {196,
	title = {SCIENCE EDUCATION: REGARDING TRENDS AND MAIN PRINCIPLES},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Editorial},
	chapter = {164-166 },
	abstract = {When the authors propose the article for publication they are on the top stair after having planned and providing their research projects. On the initial stage it{\textquoteright}s very important to choose the relevant topic and methodology. Discussing trends and main principle of Education we can model constituents which include Institutional, Socio-cultural and Psychological and finally, Disciplinary categories. The first and the latter are of great importance both for practicing teachers and education explorers. And both are of special interest of JBSE editorial policy.
Institutional category can be presented as three-dimensional matrix with the core plane consist of lines presenting different points of horizontal and vertical diversification, and complementary third-dimension lines presenting variation in each point.
The other problem discussed is the role of the subject and societal oriented teaching, and as the result main trends in educational researches. The subject focusing researches are contrasted with the societal thrust being considered in other research studies. The latter are concerned about teaching em{\textlnot}phasis and student learning climate, and thus demanding to reduce subject-related content in favour of context oriented studies. But we can teach nothing about when have no a subject. Just it{\textquoteright}s a rationale even more important when we say about Science Education. We need Subject-oriented studies, which show us the relevance of disciplinary category in promoting the teaching-learning process. We need to investigate the relevance of content to know better what context we need to motivate students (and educators as well!). 
Science is integrative force and Science Education can help to understand the changing world. Science Education does so and there are many examples strengthening the point. It is one more and may be the most exciting issue demonstrating the unity of knowledge and necessity for cooperation. The latter can help to develop the core model for more effective Education based on all traditions and contemporary trends.},
	keywords = {science education, societal oriented teaching, trends},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171766.pdf},
	author = {Todar Lakhvich}
}
@article {189,
	title = {SCIENCE EDUCATION: SEARCH FOR HARMONY AND BEAUTY},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Editorial},
	chapter = {84-86},
	abstract = {We all live in a changing interdependent world where Technology and Science are among the forces defining the development of any country, nation and all the civilization. Education gives people skills and knowledge, which make Technology and Science the tools to gain a progress and success. The time science created crisis seems to go away and just now the same science may resolve the most exciting challenges of our civilization. It{\textquoteright}s still a time when acquisition and proliferation of scientific knowledge is obviously the way for solving of many social, ecological and other problems. Scientists have been advocating for the idea for last decades. And finally Policy makers have awakened to the realities of the situation and just now accept the fact the Science is a powerful source for sustainable development. Now we all need to affect public opinion for endorsement of the idea of Science utility and relevance. Thus questions how to teach Science in all the aspects and what ways to choose for organizing a process of education are of great importance both for scientific fundamental or applied researches and social, cultural and economic development of any country.
We revert to the point we started from: we explore something what is beautiful and useful at the very same time. Both attributives are referred to Science. And our mission of educators is to show the attractiveness of Science and relevance of Science Education. 
Every lesson, lecture, research project and finally their presentations in the form of article, interview or other public activity should contribute to the growing popularity of Science. I like, I admire and even apotheosize the Science and I want the other feel the same. And to do this we must learn to behave in a more aggressive (in the best sense of the term) way to present to others the utility and beauty of Science and its crucial role in the development of our civilisation. },
	keywords = {education system, Science and technology, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171202.pdf},
	author = {Todar Lakhvich}
}
@article {203,
	title = {THE SCIENTIFIC UNDERSTANDING LEVEL OF PROSPECTIVE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {237-254 },
	abstract = {Scientific understanding is im{\textlnot}portant to science teachers. The way which science teachers use for explaining issues related to science also affects students{\textquoteright} understanding of science. Therefore, as a measure of the prospective science teach{\textlnot}ers{\textquoteright} understanding of science, their concep{\textlnot}tions and descriptions on scientific issues compose the aim of this study. The views of 75 prospective science teachers who are selected by purposive sampling were probed about the meaning of scientific and being scientific, the scientific events, the scientific questions and the scientific knowledge through open ended questions. The results, which are based on significant{\textlnot}ly different categories, displayed that the prospective science teachers{\textquoteright} understand{\textlnot}ing of scientific issues is generally based on the phenomenon and empirical based understanding and perceived features those address traditional view of science. Besides, they seem to have inadequate understanding of science regarding logi{\textlnot}cal, relational, sociological and historical aspects. At the end some recommenda{\textlnot}tions were proposed accordingly.},
	keywords = {Prospective Science Teachers, scientific issues, understanding of science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172133.pdf},
	author = {Gul Unal Coban}
}
@article {198,
	title = {TEACHING ELECTROLYSIS OF WATER THROUGH DRAMA},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {179-186 },
	abstract = {The purpose of this study was to evaluate the effects of drama on the teach{\textlnot}ing of electrolysis of water to middle school students. The randomized pre-test and post-test control group design was used. Data collection methods included pre-test, post-test 1 and 2, and the data were ana{\textlnot}lyzed by using the SPSS/PC program. This study was carried out at a private school with 40 seventh grade students. Based on the pre-test results, the students were randomly assigned to drama and control groups. Findings suggest that the drama group performed better than the control group both on post-test 1 and post-test 2. Similar studies in different contexts with different student samples may be con{\textlnot}ducted to investigate the effects of drama in chemistry education.},
	keywords = {chemistry education, drama in science education, electrolysis of water},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171882.pdf},
	author = {Hakan Saricayir}
}
@article {206,
	title = {TEACHING SUSTAINABLE DEVELOPMENT AT UNIVERSITY LEVEL: CURRENT TRENDS AND FUTURE NEEDS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {December/2010},
	type = {Original article},
	chapter = {273-284},
	abstract = {Sustainable development is a matter of great concern to both countries and individuals alike. Whereas in the late 1980s sustainable development was perceived as a matter of concern only to nations, there has been an increased awareness about the fact that it permeates all parts of our lives. Some of the trends related to the evolution of sustainable development can be seen among various sectors, also at universities. Due to their relevance, universities are uniquely placed to pass on the messages of sustainable development to a wide audience. Yes, this potential has not yet been fully realised. This paper describes the evolution of the concept of sustainable development and process behind the its establishment at university level, including an analysis of the problems related to it and their roots. It also states what universities need to do in order to claim excellence in the field of sustainable development, listing a set of criteria that need to be fulfilled in order to achieve this goal.
One of the first documents outlining the need for further engagement of universities into environmental affairs, the {\quotedblbase}Magna Charta of European Universities{\textquotedblleft} promulgated in Bologna in September 1998, states that:

{\quotedblbase} ...universities must give future generations education and training that will teach them, and through them, others to respect the great harmonies of their natural environment and of life itself. {\textquotedblleft} 

Among the most effective ways of achieving this, mention can be made to the need to afford sufficient emphasis to sustainability, since it deals not only with {\quotedblbase}ecological{\textquotedblleft} matters, but also with the pool of factors that influence the environmental balance and quality of life.
Although the value of sustainability is broadly acknowledged within the university community, there are still various misconceptions that need to be addressed so as to clear the way for action. Prior to being able to undertake long-term works in this area, it is important that such misconceptions are duly addressed. One of the ways to do that is via concrete initiatives at the regional level, in the framework of which the practicality and efficiency of sustainable approaches are shown. This need, which has been largely overlooked in the past, should be duly addressed, since it is not only responsible for the lack of action in the past, but future, long-term progress depends on it.},
	keywords = {sustainable development, Universities},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172671.pdf},
	author = {Walter Leal Filho}
}
@article {187,
	title = {TURKISH STUDENTS{\textquoteright} MENTAL MODELS OF LIGHT TO EXPLAIN THE SINGLE SLIT DIFFRACTION AND DOUBLE SLIT INTERFERENCE OF LIGHT: A CROSS {\textendash} SECTIONAL STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {61-71 },
	abstract = {In this study, it was tried to explore mental models of light utilized by the Turkish students for the explanations of single-slit diffraction and double-slit interference of light. This research has been carried on the group of 294 students made up of 175 introductory and 119 advanced level students studying in the departments of engineering, physics and physics teachers at a Turkish University. Open - ended questions pertaining drawings and explanations were used as data collection tool. As a result of quantitative and qualitative analysis, three mental models which were named as wave, ray and particle being used by the students while explaining these subjects, were described. Serious difficulties were observed towards the usage of these models for the both levels of the student groups and some differences were indicated between the introductory and advanced level university students in terms of usage of these models.
In general, the results of this research indicate that the students in both level while trying to explain the phenomena of interference and diffraction of light have developed very different mental models of light and in order to explain the phenomena they haven{\textquoteright}t got a functional wave model. This situation would prevent them to sense the nature of wave of the matter (Steinberg et al., 1996; Vokos et al., 2000). Students{\textquoteright} mental model changes serve as the most important source covering learning processes and conceptual changes of them (Park 2006). For this reason, it is required to revise the fundamental optics teaching in order to realize the students to learn the light models effectively. 
Although interference and diffraction phenomena have continuously been explained in terms of the wave model of light both at university and high school as well as in the source books, because during the explanations of these topics, rays have been used continuously without realizing that these would be just geometrical representations, these results are naturally not unexpected situation. This shortage appearing very simple pushes students to very mistakes with respect the conception of light and wave model. Several studies (Galili 1996; Galili \& Hazan 2000) have shown that many difficulties may occur when using the ray model of light in teaching. Spherical wave surfaces should be used instead of light beams or sinusoidal waves to describe light propagation from source. Also, the wave fronts between slit(s) and pattern should be drawn and the interference should be shown while teaching the interference and diffraction subjects. This usage would prevent students from thinking geometrical optic laws in the physical optics subjects. Also, the water waves in ripple tank would be useful to describe the wave surface as a model for the light wave.
However, the educators should investigate students{\textquoteright} understanding level about the light models in their optics instruction. In addition, they should use the proper instructional materials to overcome the alternative ideas of the students. It is hoped that the results of this study will help the educatiors to recognize the students{\textquoteright} difficulties in both introductory and advanced levels. Besides, the studies about how students use the light models for explaining the other subjects in optics should be conducted.},
	keywords = {double slit interference, light models, Mental Models, single slit diffraction, students{\textquoteright} alternative ideas},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741216.pdf},
	author = {Serap Kaya {\c S}eng{\"o}ren}
}
@article {167,
	title = {ASSESSMENT OF E-LEARNING COURSE DELIVERY FOR MECHANICAL ENGINEERING STUDENTS AT THE UNIVERSITY OF BOTSWANA},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {44-53},
	abstract = {The paper presents results of a study on students{\textquoteright} perception of the eLearning technology, namely WebCT/Blackboard.  The study was carried out at the University of Botswana (UB) during the first semester of 2007/2008 academic year.  Several mechanical engineering courses were delivered using a blended method, i.e. online resource (eLearning) and traditional face to face approach.  An electronic questionnaire was administered to a cohort of third year mechanical engineering students for the study.  The questionnaire consisted of 92 items that covered such areas as facilities, resources, access, instruction and quality issues.  An open ended section enabled students to comment on other issues related to the course delivery.  The paper discusses the challenges of using eLearning and proffers recommendations to ensure that the maximum benefit is derived from technological investment and staff effort. The results show that students were very receptive of ICT based course delivery. },
	keywords = {access, eLearning, ICT, mechanical engineering students, WebCT/Blackboard},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720607.pdf},
	author = {Moses Tunde Oladiran and Jacek Uziak}
}
@article {177,
	title = {ATTITUDES SCALE TOWARDS {\textquotedblleft}NANO TECHNOLOGY{\textquotedblright} FOR CHEMISTRY TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {157-171 },
	abstract = {The aim of the study is to develop a valid and reliable attitude scale in order to measure the chemistry student-Teachers{\textquoteright} attitudes towards nano technology. During the development phase, a total of twenty-one items that included eleven negative and ten positive statements about nano technology were produced based on experts{\textquoteright} views. These items were statistically analysed in terms of different aspects. The data obtained through these analyses were analyzed by using SPSS software. In the study, the scale was administered to 550 undergarduate students. The data obtained was analysed through factor analysis and reliability analysis. At the final stage, the scale was found to include four factors with sixteen items. After the factor analysis, according to Varimax Rotated (rotated Component Matrix) results, has been found to be four factors and Cronbach-Alpha internal integrity of the final version of the scale was found to be 0,859.The article also includes suggestions about how this scale can be employed.},
	keywords = {Nanotechnology, scientific attitude, statistical process scale},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740194.pdf},
	author = {Nilg{\"u}n  Se{\c c}ken}
}
@article {163,
	title = {BEYOND PHILOSOPHICAL CONFUSION: ESTABLISHING THE ROLE OF PHILOSOPHY OF CHEMISTRY IN CHEMICAL EDUCATION RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {5-14},
	abstract = {The paper outlines some perspectives from the relatively new field of philosophy of chemistry and explores the implications of these perspectives for chemical education research. The paper is theoretical in nature and uses the review of literature as a methodological approach to synthesise a research territory for the applications of philosophy of chemistry in chemical education. The discussion begins with contextualization of the status of philosophy of chemistry in chemical education in general. Subsequently, the potential contributions of philosophy of chemistry in chemical education research are outlined. The argument is presented that the clarification and elaboration of important philosophical themes such as relativism and positivism are only one aspect of how philosophy of chemistry relates to chemical education research. Other contributions include the insights philosophy of chemistry can offer about the epistemological, linguistic and ethical aspects of chemistry - themes that have profound implications for how teaching and learning of chemistry are structured at the level of the classroom as well as how teacher education and curriculum design can be improved.},
	keywords = {chemical education, curriculum design, interdisciplinary studies of science, philosophy of chemistry, teacher education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720394.pdf},
	author = {Sibel Erduran}
}
@article {164,
	title = {CHEMISTRY TEACHING FELLOWS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENTIFIC THEORIES AND LAWS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {15-21},
	abstract = {The purpose of this study was to assess five chemistry teaching fellows{\textquoteright} understanding of the characteristics and functions of scientific theories and laws, as well as the relationships between them before and after an intervention. The chemistry teaching fellows were participating in a University-School partnership project funded by the National Science Foundation in USA. Data were collected through pre-and post-test questionnaires and semi-structured interviews. Data were analyzed by coding the responses to identify recurring themes. Results show that before instruction most fellows held un-informed views on the characteristics of scientific theories and laws, their functions and relationships. However, after the intervention most participants developed better understanding of these concepts. Four types of relationships between scientific laws and theories emerged from participants{\textquoteright} responses: discrete, intertwined, concentric, and cyclical. The findings have significant implications for teacher education, science teaching and learning, and training of graduate teaching assistants at the university level. },
	keywords = {chemistry education, teaching of dyslexic pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720457.pdf},
	author = {Frackson Mumba and Jeffrey Carver Vivien M. Chabalengula and William J. F. Hunter}
}
@article {180,
	title = {CHILDREN{\textquoteright}S CONCEPTIONS OF ANIMAL BREATHING: A CROSS {\textendash} AGE AND CROSS {\textendash} CULTURAL COMPARISON},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {191-207 },
	abstract = {Research on children{\textquoteright}s ideas about biological phenomena showed that their interpretations of natural phenomena often differ from those of scientists. The purpose of this study was to investigate children{\textquoteright}s ideas about animal breathing systems. This study was descriptive in nature and consisted of a cross age and cross cultural design involving the collection of qualitative data from a total of 549 children from two distinct countries, Slovakia (n = 248) and Turkey (n = 301). The results revealed that understandings of invertebrates breathing systems were generally poorer than understandings of vertebrates breathing systems. Turkish children acquired better scores than Slovakian children. Although some children were able to identify breathing organs of animals, they had difficulties with describing how breathing works.},
	keywords = {alternative conceptions, breathing, primary children},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740367.pdf},
	author = {Pavol Prokop and Muhammet Usak and Murat {\"O}zel and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {179,
	title = {A COMPARATIVE APPROACH TO THE REPRESENTATION OF LIGHT FOR FIVE-, EIGHT- AND TEN-YEAR-OLD CHILDREN: DIDACTICAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {182-190 },
	abstract = {Children{\textquoteright}s mental representations of physical concepts and phenomena are often different from those of scientists. In this paper we investigate the issue of understanding light in space as an entity by schoolchildren aged 5 (127 subjects), 8 (142 subjects) and 10 (132 subjects), before they receive any systematic teaching in school. This research was conducted through individual interviews in which the children were asked to talk about light and its results and to locate it in various experimental situations. The results of this study show that even though all the children of all ages have difficulty understanding light as an entity in space, as they grow older they make significant progress in disconnecting light from light sources. These findings allow us to seek out educational perspectives on the understanding of the concept of light in organised scholastic environments.},
	keywords = {children{\textquoteright}s representations, didactics of physics, the concept of light},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740300.pdf},
	author = {Konstantinos  Ravanis and Jean  Boilevin}
}
@article {870,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 8, No. 1, 2009},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {864,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {December/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {139},
	abstract = {Contents, Vol. 8, No. 3, 2009},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {867,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {63},
	abstract = {Contents, Vol. 8, No. 2, 2009},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {866,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {61-62},
	abstract = {Cover page, Vol. 8, No. 2, 2009, JBSE},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {863,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {December/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {137-138},
	abstract = {Cover page, JBSE, Vol. 8, No. 3, 2009},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {869,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 8, No. 1, 2009},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {176,
	title = {THE EFFECT OF UNIVERSITY PROCESS IN IMPROVING THE MISCONCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS ABOUT MOTION},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {145-156 },
	abstract = {In this paper, the effects of university experiences in improving the misconceptions of pre-service science teachers about motion (displacement, distance, average velocity and speed) they brought from secondary education were investigated. This descriptive study was conducted in Ahi Evran University, Faculty of Education between 2003 - 2007 academic years. Total 52 students studying in science education department took part in the study. In the data collection, 12 open-ended questions were asked to pre-service science teachers both in the 1st and 4th years. Frequency tables and percentages were used for analyzing and presenting the data. The paper concludes by arguing that university process could not remove the misconceptions of pre-service science teachers regarding the definitions and quantities of displacement, distance, average velocity, speed, and operational questions.},
	keywords = {misconception, motion concepts, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740144.pdf},
	author = {Aykut  Bozdo{\u g}an and Murat  Demirba{\c s}}
}
@article {178,
	title = {ELEMENTARY EDUCATION PRE-SERVICE TEACHERS{\textquoteright} ATTITUDE TOWARDS GRAPHS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {172-181 },
	abstract = {This study examined pre-service elementary education teachers{\textquoteright} attitude towards graphs. Attitude was defined in terms of six aspects: Effort, Value, Cognitive competency, Affect, Difficulty and Interest. Data was collected through a questionnaire. Pre-service teachers felt they had cognitive competence for graphing, valued graphs and expressed affection for graphs regardless of their perceived difficulties and low interest in graphs. Value was the only aspect that correlated with all other five aspects, in particular with Affect. Surprisingly, the number of mathematics courses taken by pre-service teachers did not make any difference in their attitude towards graphs. However, the number of science courses they took in high school made a difference in their attitude towards graphs. These findings have implications for teacher education and mathematics and science teaching and learning.},
	keywords = {affect and value, Attitude, cognitive competence, graph},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740242.pdf},
	author = {Frackson Mumba and Erin  Wilson and Vivien M.  Chabalengula and William  Mejia and Simeon  Mbewe}
}
@article {865,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {December/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {208-212},
	abstract = {End page, Vol. 8, No. 3, 2009},
	keywords = {end page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {868,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {131-136},
	abstract = {End page, Vol. 8, No. 2, 2009},
	keywords = {end page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {871,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	pages = {Continuous},
	type = {Other},
	chapter = {58-60},
	abstract = {End page, JBSE, Vol. 8, No. 1, 2009},
	keywords = {end page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {173,
	title = {INCREASING THE EFFECTIVENESS OF ECOLOGICAL EDUCATION THROUGH INTERACTIVE TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {110-119 },
	abstract = {Ecology, environmental protection, and education leading to sustainable development are at present one of the dominant educational topics at primary and secondary schools. Though a great deal of attention is paid to teaching of these topics in educational systems of most countries, it is mostly only in terms of theory with a little emphasis on comprehension. One of the ways of how to change this situation is the use of appropriate learning tasks that would make the lessons more interesting, would show a link between these lessons and the practice and would lead to the acquisition of skills, competences and approaches of sustainable character. Therefore our focus was to develop a method of how to create interesting interactive learning tasks and the ways of their application in educational practice. Our research has designed a set of such tasks and verified their effectiveness in practice.},
	keywords = {ecological education, interactive tasks, science education, sustainable development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739843.pdf},
	author = {Vera {\v C}i{\v z}kova and Hana {\v C}trnactova and Tereza Ne{\v c}esana}
}
@article {170,
	title = {LATVIAN STUDENTS{\textquoteright} UNDERSTANDING OF SUBSTANCE CHANGES: LONGITUDINAL RESEARCH 1998 {\textendash} 2008},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {79-87 },
	abstract = {One of the general problems in science education for different students at comprehensive school is understanding the nature of physical and chemical changes. Without a clear picture of the fundamental differences on sub micro level, it is not possible in the future to follow general rules of chemical reactions between substances, as well as to understand the use of different materials in everyday life.
Students of the grades 9 and 11 were asked to fill in a special questionnaire, in which questions about real physical and chemical changes from students{\textquoteright} daily life were included. The results testify that the knowledge and understanding of the essence of chemical reactions has slightly increased in Latvia, although the general results show that understanding of the nature of phase transitions and chemical reactions is still insufficient, especially at the grade 9 levels.},
	keywords = {longitudinal research, physical and chemical changes, understanding},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739639.pdf},
	author = {Janis Gedrovics and Dagnija Cedere and Daina Mozeika}
}
@article {174,
	title = {THE MATHEMATICAL AND LOGICAL APPROACHES TO R\&D WORK OF COMPILING CURRICULA FOR CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {120-129 },
	abstract = {The aim of this study was to show how combine qualitative and quantitative approaches in the framework of R\&D activities for compiling balanced curricula for chemistry education. The mathematical model based on graph theory was built up. This model allowed us to calculate two kinds of parameters to characterize the structure and composition of a given teaching material:
- parameters characterizing every single structural element of the teaching material in the selected content;
- parameters describing the teaching material as a whole. 
Two important educational concepts of selection and structuring of teaching material was derived from mathematical model represented by directed graph {\textendash} continuity and compactness. As an example of using mathematical and logical approaches for compiling curricula of chemistry education these theoretical concepts were applied to organic chemistry courses for basic and high schools. Results showed that the mergering of curriculum design with chemical epistemology, personal and social relevance of teaching material and mathematical and logical models creates a new forum where constraints to educational reforms can be reviewed and resolved.},
	keywords = {curriculum design and structuring, organic chemistry, relevance, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739889.pdf},
	author = {Aarne Toldsepp}
}
@article {165,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} KNOWLEDGE LEVEL ABOUT SOME BASIC AIR POLLUTANTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {22-34},
	abstract = {The aim of this study was to investigate the Turkish pre-service science teachers{\textquoteright} level of knowledge about air pollution. The participants{\textquoteright} levels of knowledge about {\textquotedblleft}Air Pollution{\textquotedblright} were identified via a closed form questionnaire. The measuring instrument is applied on 325 female and 137 male students inside of the sample and a total of 462 students was applied this test. The questionnaire using in this study consisted of 17 statements. The results of the study revealed that; even though Turkish pre-service science teachers{\textquoteright} level of knowledge about air pollution were well shaped, it is shown that most of these pre-service science teachers have misconception. The results show that they did not have adequate knowledge (level) about some basic air pollutants and their effects. The results also revealed that pre-service teachers have misconceptions about whether the pollutants CFCs, CO2 and Hydrocarbons are pollutants or not. In order to prevent that, pre-service teachers should be informed about the effects and activities of these pollutants and what should be done. },
	keywords = {air pollution, misconception, pre-service science teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720517.pdf},
	author = {Ayse Sert Cibik and Emine Selcen Darcin}
}
@article {169,
	title = {PROSPECTIVE SCIENCE TEACHERS{\textquoteright} CONCEPTIONS OF THE SOLUTION CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {69-78 },
	abstract = {This study investigated to determine and characterize prospective science teachers{\textquoteright} conception of the concept of solution chemistry and its related concepts. An instrument containing open-ended questions was built by the researcher first and administered to 30 prospective science teachers. In addition, semi-structured interviews were administered by researcher with 5 students from the sample in order to clarify their written responses. The results indicated that the prospective science teachers{\textquoteright} understandings of most of the concepts were in specific misconception level. Particularly, prospective science teachers showed good understanding on electrical conductivity of solution, boiling point elevation and characteristics of dissolution process compared to other concepts. On the other hand, they have poor understanding on concept of temperature factor affecting solubility rate, classification of solutions, properties of solutions and difference between melting and dissolution. Furthermore, the results showed that many prospective science teachers could not learn the concepts related to solution chemistry well enough.},
	keywords = {Conception, misconception, prospective science teacher, solution chemistry},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739580.pdf},
	author = {Mustafa {\"O}zden}
}
@article {172,
	title = {PUPILS{\textquoteright} SCIENTIFIC RESEARCH ACTIVITY DEVELOPMENT IN COMPREHENSIVE SCHOOL: THE CASE OF LITHUANIA},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {97-109},
	abstract = {The article deals with the education of pupils{\textquoteright} abilities and interest in scientific research activity in comprehensive school. The article presents the assessment of the situation of the teaching process in comprehensive school concerning pupils{\textquoteright} interest in scientific research activity, defines the most significant and influential factors stimulating and hindering learners{\textquoteright} interest in scientific research activity. The article gives the assessment of favourableness of current teaching process in orienting pupils for the scientist{\textquoteright}s, researcher{\textquoteright}s career and the evaluation of teachers{\textquoteright} competences forming and developing pupils{\textquoteright} scientific research abilities in the teaching {\textendash} learning process. The article makes recommendations on the organization and development of the teaching {\textendash} learning process, seeking to strengthen learners{\textquoteright} interest in scientific research activity. It gives the prognosis of the change in the situation educating pupils{\textquoteright} interest in scientific research activity and in teachers{\textquoteright} competences forming and developing pupils{\textquoteright} scientific research abilities in the teaching process.},
	keywords = {career, comprehensive school, natural science education, scientific research activity},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739793.pdf},
	author = {Vincentas Lamanauskas and Dalia Augiene}
}
@article {175,
	title = {THE RELEVANT ASPECTS OF NATURAL SCIENCE EDUCATION HUMANIZATION},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Editorial},
	chapter = {140-144 },
	abstract = {It is obvious that the theories of Piaget and Bruner left some gaps in the assessment of the evolution of children{\textquoteleft}s individuality. Naturally, it was noticed by such famous researchers as Maslow, Rogers, etc. who were the classics of psychology. From the viewpoint of psychology, self actualization, self-expression, etc, are notably crucial aspects while the educational process is approached as the pupil{\textquoteleft}s intrinsic, controlled phenomenon. To some purpose, the Lithuania{\textquoteright}s National Concept of Education (1992) maintains that humanism is the assertion of human incomparable value, freedom of choice, and responsibility. As the reform of the Lithuanian educational system is still in progress more and more attention is focused on individual training and human values fostering. The present humankind has to solve a number of serious problems. Under the threat of the ecology catastrophe, concern for physical and spiritual health care is felt. All our relations with nature turn out to be problematic. The establishment of a harmonious correlation between nature and society becomes an important task. We cannot exclusively rely on knowledge and mind in any activity as these are not overall dimensions. We also understand having no opportunities to become the lords of nature. According to Nazarenko, ecology problems can be solved taking advantages of science and technology achievements. However, the dynamics of the process should become individual and public, high virtuous and ecologic culture (Nazarenko, 1993). A psychologist Asmolov proposes that the worst of it is that culture oriented towards benefit. Therefore, the humanization and socialization of natural science education is a relevant pedagogic problem.
Thus, contemporary school cannot be the only educational institution that trains the young generation for life {\textendash} it has to be life itself. The child should not have felt being under an obligation and trying to escape from it. In conclusion we can maintain that:
{\textbullet} the subjects of natural sciences have to help the child to accept the concept of healthy way of life;
{\textbullet} the unity of perceptive and practical activities is a very important condition for humanization, We have to integrate the scientific knowledge of the interaction of the system Nature -Human Being {\textendash} Society;
{\textbullet} human interrelationship among people should be fostered. 
{\textbullet} natural science education ruins the formed ethnic natural outlook independently of national culture and changes value-based orientation (Raman{\v c}ionis, 1996). },
	keywords = {contemporary school, humanistic criteria, humanization of the educational process, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740082.pdf},
	author = {Vincentas Lamanauskas}
}
@article {166,
	title = {STUDENTS{\textquoteright} SELF-REGULATION AND TEACHERS{\textquoteright} REGULATING APPROACHES IN SCIENCE: RESULTS FROM A NORWEGIAN STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {35-43},
	abstract = {In Norway, the curriculum reform known as {\textquoteleft}Knowledge Promotion{\textquoteright} emphasizes that teachers should have high ambitions for their students and provide more so-called {\textquoteleft}learning pressure{\textquoteright} (or academic pressure) in the classroom. This school reform initiated in 2006 puts particular focus on schools{\textquoteright} responsibilities for fostering strategies that benefit student learning. This paper reports an empirical study of Norwegian high school students{\textquoteright} motivation, learning strategy use and self-regulation in science. It focuses on how students respond to teachers{\textquoteright} regulating approaches. The results show that in science classes the goal of teacher mastery seems to have a more positive effect on boys, while girls respond more positively to teachers{\textquoteright} academic pressure. Furthermore, ethnic majority students respond more positively to the mastery approach, while the academic pressure approach seems to be more important for ethnic minority students in the science classroom. In conclusion, we argue against the assumption in theoretical literature that academic pressure gives a somewhat one-sided negative effect. This assumption about academic pressure needs to be more nuanced.  },
	keywords = {self-regulated learning, teacher regulating approaches},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720566.pdf},
	author = {Eyvind Elstad and Are Turmo}
}
@article {168,
	title = {TOWARDS HIGH QUALIFICATION FOR SCIENCE EDUCATION. THE LOSS OF CERTAINTY},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Editorial},
	chapter = {64-68},
	abstract = {It is known that teachers and professors at any school and university orders should highly mind education as the first and most general aim of a civil society. It is a fact that many European countries and education centres are reflecting brilliantly upon higher scientific education focusing on physics and mathematics especially. The Institutions also seem to take into account full management autonomy. Accreditation has considered one of the best solutions adopted by central or high-level education authorities to guarantee quality standards in training offered by higher education. It means accrediting education results through a legislative and professional process in order to judge whether an institution or a programme meets proper quality standards.},
	keywords = {school curricula, science education, SCIENCE teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739418.pdf},
	author = {Raffaele Pisano}
}
@article {171,
	title = {TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {88-96},
	abstract = {Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the {\textquotedblleft}attitude-achievement hypothesis{\textquotedblright}. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.},
	keywords = {attitudes, biology education, science education research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739741.pdf},
	author = {Muhammet Usak and Pavol Prokop and Mustafa Ozden and Murat Ozel and Kadir Bilen and Mehmet Erdogan}
}
@article {162,
	title = {WHAT KIND OF RESEARCH DO WE NEED FOR DEVELOPING STL IN SCIENCE EDUCATION?},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Editorial},
	chapter = {4},
	abstract = {The effectiveness of any R\&D work depends on research methodology used by studying nature, regularities and peculiarities related to the researched field of knowledge. How often have we heard that educational researches belong to {\textquoteleft}soft studies{\textquoteright} because all social sciences including science education belong to the soft field of knowledge. A quilty person in this case is not at all science education but educators {\textendash} researchers working in the field of science education and using only soft methodology and strategies. Any educational research has the same attributes as fundamental ({\textquoteleft}strong{\textquoteright}) sciences and embraces formulating topics and a tittle, planning theoretical and experimental study, collecting empirical data, statistically treating the results of research etc. There is a single exception between {\textquoteright}soft{\textquoteright} and {\textquoteleft}strong{\textquoteright} studies: in social sciences including science education, we cannot repeat experiments under the same circumstances. During the time between two parallel studies, our kids, pupils, students or currently, our respondents have changed cognitively, emotionally, communicatively etc. A number of changes in their knowledge, skills, values and even in characters can be noticed. In addition to the above mentioned changes, we fail to understand the kind of changes taking place during experimental study.. },
	keywords = {flexible theories, Research Methodology, science education, statistical methods},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720331.pdf},
	author = {Aarne T{\~o}ldsepp}
}
@article {156,
	title = {CHANGING STUDENTS{\textquoteright} MISCONCEPTIONS OF FLOATING AND SINKING USING HANDS-ON ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {134-146},
	abstract = {The aim of this study is to develop hands-on activities and to investigate their effects in changing students{\textquoteright} misconceptions of floating and sinking. It was conducted with 28 eighth-grade students. To assess students{\textquoteright} understanding and the effects of the instruction based on hands-on activities, a diagnostic test, Floating and Sinking Conceptual Test (FSCT), was employed in the study. It was found out that the instruction based on hands-on activities did have a significant positive effect on students{\textquoteright} understanding of flotation concepts and rules. Moreover, the hands-on activities designed for eight problematic areas where students commonly had difficulties helped them to replace their misconceptions with the scientific ones. It is suggested that further studies should be undertaken to highlight the question {\textquoteleft}Does the conceptual change strategy used in this study affect students{\textquoteright} long-term memory?{\textquoteright}},
	keywords = {conceptual change, hands-on activities, science education, sinking and floating},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719938.pdf},
	author = {Suat Unal}
}
@article {890,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {61},
	abstract = {Contents, Vol. 7, No. 2, 2008},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {893,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 7, No. 1, 2008},
	keywords = {contents},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {144,
	title = {CORRELATES OF CONCEPTUAL KNOWLEDGE OF SCIENCE PROCESSES WITH SOME DEMOGRAPHIC VARIABLES OF UNDERGRADUATE STUDENTS: THE CASE OF UNIVERSITY OF BOTSWANA},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {5-16},
	abstract = {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{\textquoteright} 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.},
	keywords = {conceptual knowledge of science processes, undergraduate students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288846.pdf},
	author = {Hezekiah Ukegbu Emereole}
}
@article {892,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 7, No. 1, 2008},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {889,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {59-60},
	abstract = {Cover page, JBSE, Vol. 7, No. 2, 2008},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {887,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {November/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {129-130},
	abstract = {Cover page, JBSE, Vol. 7, No. 3, 2008},
	keywords = {cover page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {158,
	title = {ELEMENTARY SCHOOL STUDENTS{\textquoteright} IDEAS ABOUT WATER TRANSPORT IN PLANTS},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {155-164},
	abstract = {Research into students{\textquoteright} ideas showed that students{\textquoteright} interpretations of natural phenomena often differ from those of scientists. The aim of this study was to identify elementary level students{\textquoteright} ideas about water transport in plants. A questionnaire with three open-ended items and multiple choice question was administered to 591 students from 7 primary schools. Students{\textquoteright} ideas were examined in five categories using content analysis technique. The students{\textquoteright} responses with sound understanding for the {\textquotedblleft}need for water{\textquotedblright}, for the {\textquotedblleft}water uptake{\textquotedblright}, and for the {\textquotedblleft}water loss{\textquotedblright} in plants took place in the interval of 2 to 10 percent, 16 to 30 percent, and 2 to 4 percent, respectively. Half of the students{\textquoteright} responses showed that the teacher was the main source of information about plants.},
	keywords = {elementary science education, plants, student ideas, water transport},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720065.pdf},
	author = {Hulusi {\c C}okadar and Murat {\"O}zel}
}
@article {888,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {November/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {198-200},
	abstract = {End page, Vol. 7, No. 3, 2008},
	keywords = {end page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {891,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {126},
	abstract = {End page, Vol. 7, No. 2, 2008},
	keywords = {end page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {894,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	pages = {Continuous},
	type = {Other},
	chapter = {55-60},
	abstract = {End page, Vol. 7, No. 1, 2008},
	keywords = {end page},
	issn = {1648-3898},
	author = {Editorial Board}
}
@article {146,
	title = {FOLLOWING THE LOGIC OF STUDENT THINKING PATTERNS ABOUT ATOMIC ORBITAL STRUCTURES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {27-36},
	abstract = {The aim of the present study was to follow the logic of student thinking patterns about atomic orbital structures on both the atomic model visualization and the corresponding symbolic representation levels. The students{\textasciiacute} factual knowledge was measured by the percent correct answers with and without explanations, the misconceptions were documented, and the cognitive organization was analyzed using knowledge space theory. The study was carried out with 255 students studying chemistry at the 8th and 9th lower secondary school and 10th to 12th secondary school levels.
       The major findings included (1) the high proportion of correct answers on multiple-choice questions, without correct explanations, leading to false positive results which do not necessarily reflect understanding of the material; (2) the lack of a logic structure in students{\textquoteright} thinking due mostly to the misunderstanding of symbols; and (3) misconceptions about what charges represent and the placement of electrons in ionic vs. covalent bonding. },
	keywords = {knowledge space theory, misconception, science education, symbolic representation, visual representation},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288983.pdf},
	author = {Andero Vaarik and Mare Taagepera and Lembi Tamm}
}
@article {145,
	title = {INVESTIGATING PROSPECTIVE TEACHERS{\textquoteright} SATISFACTION WITH SOCIAL SERVICES AND FACILITIES IN TURKISH UNIVERSITIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {17-26},
	abstract = {The purpose the study was to investigate the satisfaction level of prospective chemistry teachers with social services and facilities offered by their department and faculty, and also explore the effects of gender and university on the student satisfaction. 101 last year students in the chemistry teaching major in four different universities in Turkey participated in the study. The instrument, Prospective Science Teacher Satisfaction Questionnaire (PSTSQ) was used for data collection. PSTSQ consists of seven sub-themes on a five point Likert type scale. Pilot testing of the instrument indicated that Cronbach alpha (α) was 0.887. The findings revealed that prospective chemistry teachers expressed average level of satisfaction with social services and facilities provided by their faculties and departments. Furthermore, statistical analysis showed that there was no effect of gender on the satisfaction with social services and facilities, but the university enrolled strongly contributed to students{\textquoteright} satisfaction.},
	keywords = {prospective chemistry teacher, satisfaction, social services and facilities},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288927.pdf},
	author = {Mehmet Erdogan and Muhammet Usak and Halil Aydin}
}
@article {151,
	title = {INVESTIGATION OF EFFECTIVENESS OF DEMONSTRATION-SIMULATION BASED INSTRUCTION IN TEACHING ENERGY CONSERVATION AT 7 TH GRADE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {64-77},
	abstract = {This study aimed to explore the effect of teaching through demonstration-simulation on students{\textquoteright} achievement of energy conservation in comparison with traditional teaching. The sample consisted of fifty nine 7th grade students from a state primary school in Turkey. In the study, non-equivalent groups pretest-posttest design was used and the data was collected through an achievement test developed by the researchers, Energy Conservation Test. The conservation of energy concept was taught using a demonstration and a simulation in the experimental group and traditional instruction method in the control group. Data collected by the test was statistically assessed applying the analysis of covariance. To explore obviously the class atmosphere in experimental group, it was utilized from the teacher{\textquoteright}s observation notes and student interviews. The statistical comparison showed that there was a significant difference between groups with respect to students{\textquoteright} scores of the test. Moreover, the analysis of the qualitative data indicated that such a class atmosphere supported the constructive and meaningful learning.},
	keywords = {educational simulation, lecture demonstration, teaching conservation of energy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719549.pdf},
	author = {Fatma Aggul and Mehmet Yalcin and Metin Acikyildiz and Erdal Sonmez}
}
@article {155,
	title = {LEARNERS{\textquoteright} SCIENTIFIC RESEARCH ACTIVITY AS A KEY COMPONENT OF SCIENCE EDUCATION IN COMPREHENSIVE SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Editorial},
	chapter = {132-133},
	abstract = {The formation of scientific research activity abilities in comprehensive school is   undoubtedly, a very important sphere still awaiting of particular attention. Current teaching and learning process has basically changed looking from the paradigmatic point of view. Teaching subjects become the means of realization of learners{\textquoteright} demands and interests. 
When we talking about such kind of learners{\textquoteleft} activity we often use different terms, for example, inquiry-based (structured inquiry, guided inquiry, open inquiry), exploratory activities etc. Use of different terms is of secondary importance at present. It is much more important to develop scientific research abilities at all stages of school education.
Thus, a key point of scientific research activity is that children themselves become knowledge hunters. Also it is clear that creating all possibilities for learners to conduct different research activities is a key component to successful science education. It is a pity that scientific research activity frequently stands outside the door of the science education process. Hence, opening the door is the obligation of all of us. },
	keywords = {exploratory activities, scientific research activity, secondary school},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719884.pdf},
	author = {Vincentas Lamanauskas}
}
@article {143,
	title = {LET{\textquoteright}S DEVELOP MODERN GENERAL NATURAL SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Editorial},
	chapter = {4},
	abstract = {Dear Readers!

Nowadays, there is an urgent need to increase the e f f e c t i v e n e s s of Natural Science and Technology Education (NSTE). To solve the corresponding problems, we need the appropriate development of S y s t e m i c NSTE D i d a c t i c s because all serious improvements in our modern life and education are systemic changes. 
Traditionally, the Professional NSTE systems in our schools are dominating and today it is one of the points, why we need serious improvement {\textendash} the development of modern G e n e r a l N S T E as fundamental background of modern Professional NSTE, as well as modern General Education for all. It is urgent to turn special attention to principal difference in understanding the concept {\textquotedblleft}didactics{\textquotedblright} by professional scientists/engineers and educators. 
Didactics is the theory of learning. What, why and how to learn - these are the basic questions for all kinds of education. In Professional NSTE concept {\textquotedblleft}didactics{\textquotedblright} is traditionally understood only as the content and the methodology of Sciences and Technologies themselves.
Nowadays, for the development of modern General NSTE, we need a much broader approach to Sciences and Technologies, taking away isolating gaps among different branches, stages and kinds of education, as well as among Natural Sciences, Technologies and Education themselves.
Working for higher effectiveness of General NSTE, we need to develop and implement the systemic overlapping of scientific content and science methodology with general pedagogical concepts and structures of learning, as well as with corresponding the content and the methodology of modern technologies.
Growing diversity in our life also needs the s y s t e m i c development of appropriate hierarchical diversity in education. At the same time it is important to know that traditions are very strong and the innovative approaches are not popular. The answer to the question {\textquotedblleft}what NSTE for what life?{\textquotedblright} becomes more and more waited and urgent. 
Let me wish success to all colleagues, developing systemic didactics of General NSTE and ask them to inform each other by publishing corresponding articles in our Journal of Baltic Science Education. 

Sincerely yours,
Prof Dr Andris Broks 
University of Latvia
Latvia 
Deputy Editor-in-Chief of JBSE},
	keywords = {science education, Technology Education, theory of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288801.pdf},
	author = {Andris Broks}
}
@article {161,
	title = {A NOVEL APPROACH FOR UNDERGRADUATE RESEARCHER EDUCATION IN ENGINEERING STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {185-192},
	abstract = {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{\textquoteright}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.},
	keywords = {distance education, distance learning environment, engineering, researcher education course, undergraduate students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720206.pdf},
	author = {Mika Huuhtanen and Jenni Yl{\"a}-Mella and Eila Jeronen and Riitta L. Keiski}
}
@article {148,
	title = {PUPILS{\textquoteright} FACTUAL KNOWLEDGE ABOUT VERTEBRATE SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {48-54},
	abstract = {Biodiversity has become a challenging educational topic and basic knowledge about animal or plant species, their identification and life history has been targeted as a fundamental aspect. There are few studies aiming at assessing pupils{\textquoteright} knowledge about vertebrates and it{\textquoteright}s identification skills in pupils. Further, many educational practitioners and conservationists claim a significant decrease of species knowledge in today{\textquoteright}s children and adolescents. Here, I try to quantify the knowledge about animal species using a large, illustrated questionnaire dealing with 54 vertebrate species. 879 lower secondary school pupils and 65 primary school pupils (4th graders) from three geographic regions throughout Germany participated in the study. Species knowledge was dependent on educational level and gender. It did not increase parallel to age or grade but rather reached a peak during the age of 14 years or during the 7th grade, respectively. Further, species knowledge did not decrease between the early 1980ies and 2005.},
	keywords = {biodiversity, factual animal species knowledge, gender},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404289078.pdf},
	author = {Christoph Randler}
}
@article {150,
	title = {SCIENCE EDUCATION JOURNALS AND CITATION INDEXES: WHAT SHOULD WE DO?},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Editorial},
	chapter = {62},
	abstract = {We are now glad to release the second issue of the third volume. In this issue there are four articles, again from a diverse set of topics and regions of the globe.  In the past seven years JBSE has become known by almost every colleague in our field. Thus, we are receiving an increasing number of manuscripts every month. We would like to take this opportunity and thank all of our authors and diligent reviewers.
We had gone through considerable difficulty to decide and choose articles for publication. We thank the members of the editorial board for doing the hard work in reviewing manuscripts and providing feedback to both authors and the editorial office.
As you{\textquoteright}ll see there are 4 articles published in this issue. Authors are from 4 different countries. 
Considering increasing impact of modern technologies on everyday lives of all peoples, science education receives greater attention of both researchers general public than previously. This situation resulting in high number of manuscripts submission in this field and consequently the number of specialized journals also continuously increase. Unfortunately, the vast majority of science education journals are still not indexed in the most prestigious scientific database, the Social Sciences Citation Index (SSCI). From our point of view, only quality of published papers can help us to increase the number of SSCI journals in the field of science education. Thus, both contributors and editors together with referees in this situation have very difficult task, because only selection of best quality papers provides a chance to a journal to be indexed in SSCI. However, the main goal of a review process is not just dichotomously dividing papers on {\textquotedblleft}Good{\textquotedblright} and {\textquotedblleft}Poor{\textquotedblright} group, as it is currently common practice in top tiered science education journals which are swamped by papers from all over the world. Instead, we appeal on both referees for objective, but picky reviews, and editors for patience in providing another chance for paper re-submissions, especially for inexperienced authors. We suggest that this is the only way how to honestly increase the quality of published papers and reaching indexing our new science education journals in prestigious databases. 
Anna Uitto (Finland), Fatma Aggul (Turkey),  Janis Gedrovics (Latvia), Jari Lavonen (Finland), Erdal Sonmez (Turkey),  Kalle Juuti (Finland), Mehmet Bahar (Turkey), Mehmet Yalcin (Turkey),  Murat Ozel (Turkey), Metin Acikyildiz (Turkey), Pavol Prokop (Slovakia), Muhammet Usak (Turkey),  Ren{\={a}}te Kalnina (Latvia), Reijo Byman (Finland) and Veijo Meisalo (Finland).},
	keywords = {academic journals, citation index, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719475.pdf},
	author = {Pavol Prokop and Muhammet Usak}
}
@article {152,
	title = {SCIENCE STUDENT TEACHERS{\textquoteright} IDEAS OF THE HEART},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {78-85},
	abstract = {The purpose of this study was to find out the level of science student teachers{\textquoteright} understanding about the internal structure of the heart. The drawing method was applied to achieve this purpose with 120 third year science student teachers. The analysis of their drawings revealed that the majority of the science student teachers have several misconceptions as well as inadequate knowledge in terms of the heart{\textquoteright}s internal structure. The importance of the findings was critically analysed in the light of the literature, and some suggestions were proposed to remedy the emerged problems. },
	keywords = {drawing method, heart structure, students{\textquoteright} ideas},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719630.pdf},
	author = {Mehmet Bahar and Murat Ozel and Pavol Prokop and Muhammet Usak}
}
@article {159,
	title = {SOCIOCOGNITIVE CONFLICT PROCESSES IN SCIENCE LEARNING: BENEFITS AND LIMITS},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {165-174},
	abstract = {The present paper focuses on instructional treatment of students{\textquoteright} conceptions about floating and sinking through sociocognitive conflict processes. In this direction a study was prepared including the detection of students{\textquoteright} 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{\textquoteright} writings and talk during the teaching sequences. The analysis of the students{\textquoteright} 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.},
	keywords = {floating, science learning, sinking, sociocognitive conflict},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720105.pdf},
	author = {Michael Skoumios}
}
@article {153,
	title = {STUDENTS{\textquoteright} MOTIVATIONAL ORIENTATIONS AND CAREER CHOICE IN SCIENCE AND TECHNOLOGY: A COMPARATIVE INVESTIGATION IN FINLAND AND LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {86-102},
	abstract = {This paper examines lower secondary school students{\textquoteright} motivational orientations on the characteristics of science and technology occupations. The survey data of 9th grade students were collected in spring 2003, in Finland from 75 schools (3626 students) and in Latvia from 39 schools (1065 students). An exploratory factor analysis was used to describe the students{\textquoteright} orientations towards the characteristics of or activities typical to occupations. The multi-group confirmatory factor analysis was used for the simultaneous analysis of Finnish and Latvian data and the factorial invariance across the two separate data was confirmed. The factors were named: Personally meaningful, Leadership, Craft, Nature, Innovation, and Social orientation. Characteristics related especially to Personally meaningful orientation, and also to Innovation and Social orientations appeared most important for choice of future occupations. Boys, on the average, were much more oriented towards conventional technology than girls, whereas girls had much stronger Personally meaningful, Nature, and Social orientations than boys reflecting traditional role models. },
	keywords = {career choice, comparative study, motivation, science and technology education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719696.pdf},
	author = {Jari Lavonen and Janis Gedrovics and Reijo Byman and Veijo Meisalo and Kalle Juuti and Anna Uitto}
}
@article {147,
	title = {STUDENTS{\textquoteleft} UNDERSTANDING OF HUMAN PREGNANCY},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {37-47},
	abstract = {Research into students{\textquoteright} concepts about the human body has focused on several organ systems, but the reproductive system has been largely overlooked. The few studies that addressed children{\textquoteright}s concepts of birth were conducted mainly among kindergarten or primary school children. However, no study has yet attempted to examine how adolescent students perceive human pregnancy. We administered a Human Pregnancy Understanding Questionnaire (HPUQ) consisting of 50 Likert-type items to 300 university students in Slovakia. We found several misunderstandings of human fertilization, fetus respiration, and organ development. Moreover, several misconceptions found in Slovakian primary school children in the previous research still persist in adult students. Analysis of covariance shows that students{\textquoteright} HPUQ scores were significantly affected by gender whereas females have better scores than males. The effect of high school type attendance (with/without human biology course) did show only weak effect on students{\textquoteright} HPUQ score.},
	keywords = {birth education, pregnancy, students{\textquoteright} understanding},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404289030.pdf},
	author = {Pavol Prokop and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {154,
	title = {SYSTEM FOR THE ORGANIZATION OF MULTI-LEVEL INDEPENDENT WORK AIMED AT MODERN MASTERING OF CHEMISTRY IN VOCATIONAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {103-121},
	abstract = {One of the most topical education tasks today is to provide an individual with a systematic self-managed learning possibility, through activating his/her reasoning potential and developing independent research work skills. The article deals with a system model of multi-level independent work organization concentrated on student{\textquoteright}s learning and research activity in close interaction with the chemistry subject{\textquoteright}s content. Being appropriate for training of modern seafaring (engineering) specialists and substantial for a student, it facilitates implementation of an independent, self-managed learning concept. The structural concept of the proposed model is based on a cooperation-oriented student{\textquoteright}s practical and research activity. Alternately changing the structure elements it promotes: (i) development of the comprehension of the chemistry knowledge application and transformation; facilitates (ii) mastering of integrative knowledge and skills; improves (iii) chemistry learning productivity and scientific comprehension; strengthens (iv) self-regulated activity experience, thus ensuring the perfection of research activity competencies. },
	keywords = {complexity proportionality principle, group work, homework, research competence, research work, self-managed/independent learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719746.pdf},
	author = {Ren{\={a}}te Kalnina}
}
@article {157,
	title = {TEACHING METHODS AND AIDS ASSISTING DYSLEXIC PUPILS  IN LEARNING CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {147-154},
	abstract = {Some pupils (about 10\% to 15\% of population) exhibit specific difficulties in learning called dyslexia. They cannot work effectively in the traditional educational system. Despite their hard work they usually achieve worse results compared to the pupils without this dysfunction. Learning difficulties caused by dyslexia are also observed in learning chemistry. The studies were aimed at finding which methods and educational means can assist the learning process of chemistry by dyslexic pupils. Their main characteristics was the fact that they took into account the specification of the thinking processes in these pupils. The studies proved that there are methods which have a positive effect on the process of learning chemistry by dyslexic pupils. },
	keywords = {chemistry education, teaching of dyslexic pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720008.pdf},
	author = {Agnieszka Kami{\'n}ska-Ost{\k e}p and Hanna Guli{\'n}ska}
}
@article {160,
	title = {WILL THE CONTRUCTIVIST APPROACH EMPLOYED IN SCIENCE TEACHING CHANGE THE {\textquotedblleft}GRAMMAR{\textquotedblright} OF SCHOOLING?},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {175-184},
	abstract = {This study aimed to describe the extent to which constructive approach in Primary School Science and Technology subject programme is reflected in the classroom atmosphere. For this purpose, the study investigates how students perceive cooperativeness in the classroom, order and student involvement, teacher involvement and support and which factor(s) in the new programme are thought to be better than the ones in the old programme. The present study where descriptive method was applied was carried out with 371 fifth grade students. In the study, Classroom Environment Scale was used. The students positively perceive the new classroom environment where the new Science and Technology subject programme is applied. The findings obtained from the study indicate the reflections of constructivist approach in the classroom environment and considerable presence of behaviourism as well. },
	keywords = {classroom environment, constructivism, science and technology education, teaching and learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720152.pdf},
	author = {Hasan Seker}
}
@article {133,
	title = {CONTEXT RICH PROBLEMS AS AN EDUCATIONAL TOOL IN PHYSICS TEACHING {\textendash} A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {26-34},
	abstract = {We present a case study, in which we used context rich problems as an educational tool in a university level physics course. The students worked in groups of three to four when solving these problems, which provided them with an opportunity to discuss physics together at their own level. Video recordings of groups working with the problems allowed us to study how different groups functioned and also to look for what is known as exploratory talks. This form of communication was interpreted as situational interest on the part of the students. A questionnaire at the end of the course, and interviews with a few of the students after the course, revealed that the students considered that context rich problems facilitated understanding of physical concepts and made physics more interesting..},
	keywords = {context rich problems, cooperative groups, science education, teaching methods, university physics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288026.pdf},
	author = {Gunnar Jonsson and Peter Gustafsson and Margareta Enghag}
}
@article {925,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 6, No. 2, 2007},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607784492.pdf},
	author = {Editorial Board}
}
@article {927,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 6, No. 1, 2007},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607790568.pdf},
	author = {Editorial Board}
}
@article {923,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {December/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 6, No. 3, 2007},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606638374.pdf},
	author = {Editorial Board}
}
@article {126,
	title = {DEVELOPING PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SKILLS OF INDEPENDENT EXPERIMENTAL WORK USING OUTDOORS APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {47-57},
	abstract = {This paper discusses the development of an Introductory Physics course at a Pedagogical University in Russia. The course focuses on developing students{\textquoteright} skills of independent experimental work. Piotr Gal{\textquoteright}perin{\textquoteright}s (1902-1988) ideas, that learning should begin with a profound orientation to the learning task and integrate students{\textquoteright} self-reflections, provide a theoretical ground for the course development. An outdoor context was used to inspire and implement the students{\textquoteright} self-directed projects. Evidence of the outcomes of different elements of the course implementation was collected through action research methodology. The results show that the students deepen their skills of inquiry and value doing independent planning and implementation of experimental activities in an outdoor environment.
           In the new course design, priorities shifted towards developing students{\textquoteright} advanced skills of experimental activity and understanding of inquiry. The students learned to reflect about experimental activity as a whole. The generic skills of inquiry developed indoors were applied and further developed when solving practical problems outdoors.
           The evidence collected during the course revealed a generally positive attitude of the first year students towards the new teaching methods. The students had more time and possibilities to discuss the ideas and to plan and implement investigations. They felt responsibility for their own learning and ownership of their projects. Positive changes in students{\textquoteright} attitudes towards the experimental work could be identified. The most significant improvement took place in planning the inquiry, as well as in results analysis. 
         The course development work gives us evidence that the students{\textquoteright} orientation in generic forms of experimental activity is productive and particular important in teacher education. Prospective teachers get better possibilities of acquiring skills of inquiry and not only content. The outdoors approach enriched the design of the introductory physics course. It inspired the new vision of the objectives and structure of this course. Generally, students gave a positive response in evaluations of outdoor studies ranging from satisfaction to a very positive attitude. 
          However, one course can not change the system. Unfortunately, we can state that the courses where students continue their studies after the Introductory Physics course represent the rather traditional scholastic culture of physics courses, with creativity limited to finding standard solutions for standard problems.},
	keywords = {introductory physics, outdoors, students{\textquoteright} projects},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286929.pdf},
	author = {Oleg Popov and Irina Tevel}
}
@article {127,
	title = {EARLY SCIENCE TEACHING IN THE NEW PRIMARY SCHOOL IN SLOVENIA},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {58-65},
	abstract = {Focusing the problem of rapidly disappearing interest for natural science and technical studies the Slovene school system began to reform natural science and technical teaching from the beginning - from the primary level. The article presents the results of the empirical study, which monitored the changes of quality in early science teaching on primary level after changes of school system at the end of the millennium.
        We have discovered that in most aspects the Environmental Studies teaching is of better quality (because it is more student oriented, the quality of knowledge is better etc.) if compared to the teaching of the Natural and Social Sciences regarding the observed didactic components. This can be seen as a result of different conceptual and didactic structures of the Environmental Studies and additional continuous work and team work of the teaching staff. Furthermore, it is due to a better material basis/financial status of the Environmental Studies lessons, a lower number of pupils in the class and also to the phenomenon of innovation. The fact that the pupils feel better and the teachers, as well as nursery nurses have a more positive attitude towards the subject, is very stimulating. The results of our research should, above all, contribute to the quality of planning, implementation and evaluation of the teaching of the Environmental Studies in the first year, as well as in the following two years of the nine-year primary school programme. We also consider them useful in the education of the future teachers and nursery nurses of the Environmental Studies in the primary school education.},
	keywords = {empirical study, primary school, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286992.pdf},
	author = {Vlasta Hus and Boris Aber{\v s}ek}
}
@article {138,
	title = {THE EFFECT OF DUAL SITUATED LEARNING MODEL ON STUDENTS{\textquoteright} UNDERSTANDING OF PHOTOSYNTHESIS AND RESPIRATION CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {16-26},
	abstract = {The purpose of this study was to investigate the effect of Dual Situated Learning Model (DSLM) on teaching photosynthesis and respiration concepts. The subjects of the study were 61 8th grade students who enrolled in a primary school in {\.I}zmir, Turkey. In this study, a quasi-experimental pretest-posttest control group design was utilized and two instruction methods were employed. Two groups were assigned randomly as experimental and control groups. Dual Situated Learning Model instruction was employed in experimental group whereas traditional one was employed in control group. A photosynthesis and respiration concept achievement test (17 items) and open-ended questions (6 items) were used as a measurement tools. The results indicated that there were significant differences between the groups in favor of the experimental group. In parallel, DSLM has been found to be more effective in eliminating misconceptions than traditional method. },
	keywords = {dual situated learning model, misconceptions, photosynthesis and respiration concept},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288495.pdf},
	author = {Ercan Akp{\i}nar}
}
@article {132,
	title = {THE EFFECTS OF CONCEPT MAPPING INSTRUCTION ON OVERCOMING 9th GRADE STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT DIFFUSION AND OSMOSIS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {16-25},
	abstract = {The purpose of the present study was to determine 9th grade students{\textquoteright} misconceptions on the concepts of diffusion and osmosis and to investigate the effect of making use of concept mapping instruction on overcoming the misconceptions. The experimental study was conducted in two different classes of a high school context with a total of 50 9th grade students in Denizli, Turkey. The concepts of the diffusion and osmosis were taught the students in the experimental group with the instruction designed by making use of concept mapping method whereas these topics were taught to the control group with traditional instruction. The Diffusion and Osmosis Diagnostic Test developed by Odom and Barrow (1995) was given to both groups as pre-test and post-test. The results indicated that after treatment, the average percentage of students in the experimental group holding a scientifically correct view increased 42\%, whereas this increased only 15\% in the control group. },
	keywords = {biology education, concept mapping, diffusion, misconception, osmosis},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287972.pdf},
	author = {Sacit K{\"o}se}
}
@article {140,
	title = {THE EFFECTS OF NOTE TAKING IN SCIENCE EDUCATION THROUGH THE MIND MAPPING TECHNIQUE ON STUDENTS{\textquoteright} ATTITUDES, ACADEMIC ACHIEVEMENT AND CONCEPT LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {34-43},
	abstract = {The aim of this study is to determine the effects of note taking during their science courses through the technique of mind mapping by primary education students, on their attitudes, academic achievement and concept learning. In the study, both quantitative and qualitative research methods were used. In the quantitative research area, the pre-test and post-test assessment model with experiment and control groups was used. In the qualitative research area, document analyses were made. The research was performed on 81 randomly chosen 6th (ages 11 and 12) grade students from public schools in the district of Fatih, Istanbul during the scholastic year 2004-2005. The application period took 21 course hours in total. The reliability coefficient of the academic achievement test, which was one the three measurement instruments, was calculated as KR20=0, 73. The Cronbach of the scale for the attitudes towards science courses, developed by Akinoglu (2001). is α= 0, 89. The open-ended questions used in the research were qualitatively encoded by means of open-codification method. On the basis of the data obtained in the research, it was determined that there was a significant positive difference in students{\textquoteright} concept learning, overcoming misconceptions, academic achievement and attitudes towards science courses by taking notes through the mind-mapping method.  },
	keywords = {concept learning, constructivism, mind-mapping, taking notes},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288606.pdf},
	author = {Orhan Akinoglu and Zeynep Yasar}
}
@article {131,
	title = {THE EFFECTS OF TUTORIAL AND EDUTAINMENT SOFTWARE PROGRAMS ON STUDENTS{\textquoteright} ACHIEVEMENTS, MISCONCEPTIONS AND ATTITUDES TOWARDS BIOLOGY ON THE CELL DIVISION ISSUE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {5-15},
	abstract = {The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the {\textquoteleft}{\textquoteleft}cell division{\textquoteright}{\textquoteright} topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS) was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students{\textquoteright} understandings to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions in the experimental groups even after the treatment. It was also noticed that using instructional software programs significantly changed students{\textquoteright} attitudes towards biology.},
	keywords = {computer assisted instruction, evaluation of educational technology, instructional software, secondary education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287919.pdf},
	author = {Selami Ye{\c s}ilyurt and Y{\i}lmaz Kara}
}
@article {924,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {December/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {55-56},
	abstract = {End page, Vol. 6, No. 3, 2007},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1606638417.pdf},
	author = {Editorial Board}
}
@article {926,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {59-62},
	abstract = {End page, JBSE, Vol. 6, No. 2, 2007},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607784540.pdf},
	author = {Editorial Board}
}
@article {928,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	pages = {Continuous},
	type = {Other},
	chapter = {93-96},
	abstract = {End page, Vol. 6, No. 1, JBSE, 2007},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607790617.pdf},
	author = {Editorial Board}
}
@article {137,
	title = {ENHANCING STUDENTS{\textquoteright} INTEREST IN CHEMISTRY BY HOME EXPERIMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {5-15},
	abstract = {Тhis study investigates the effect of home experiments on students{\textquoteright} interest in chemistry. The subject of the study are two groups of a total of 213 seventh graders. The control group performed traditional experiments in the classroom, while the experimental group an additional set of different home experiments. To research students{\textquoteright} interest the following methods were used: observation, testing, survey. Results show that students from the experimental group acquired higher level of knowledge, expressed positive attitudes toward the subject, and a desire to do extra activities.This results indicate that use of home experiments to connect chemistry with the real life of the students creates the conditions for an increased students{\textquoteright} interest.},
	keywords = {chemistry home experiments, motivation strategy, students{\textquoteright} interest},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288446.pdf},
	author = {Aleksandriya Gendjova}
}
@article {129,
	title = {EXPLANATIONS FOR PHYSICS PHENOMENA GIVEN BY PRIMARY SCHOOL WOULD-BE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {78-91},
	abstract = {A naturalistic case study on the way primary school would-be teachers explain physics was conducted in Science and Technology Education.  The study dealt with explaining physics phenomena (mechanics, thermodynamics, optics and electricity) at the beginning and at the end of the course on physics.  Although the students used everyday and scientific knowledge their explanations also offered mixed information that comprised both types. When using scientific knowledge the most advanced justifications were found in the issues concerning mechanics and electricity related phenomena. The students mainly used everyday expressions discussing the cases of light and heat.     
      This study gives detailed information about primary school would-be teachers{\textquoteright} ways of explaining physics phenomena. The would-be teachers explained physics phenomena using different types of knowledge including everyday knowledge, everyday knowledge with scientific concepts, scientific sounding knowledge with everyday concepts and scientific knowledge. Scientific knowledge seems to be necessary in order the would-be teacher succeed in explaining everyday phenomena. The explanations in everyday topics also gave a different picture of the students{\textasciiacute} knowledge, from what the exam had given.  The analysis of the explanations can thus give other information on the results of learning.  No difference was observed in the nature of the explanations given by different students. If a primary school would-be teacher did explain one question well, s/he did not necessarily do well in other questions.  No specific coherence between the students and their responses was found.  The would-be teachers possibly have different experiences of everyday life and also due to school science and different mental images of different topics.},
	keywords = {arguments, explanations, physics education, reasoning, teacher education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287134.pdf},
	author = {Tuula Keinonen}
}
@article {125,
	title = {A HANDS-ON ACTIVITY TO PROMOTE CONCEPTUAL CHANGE ABOUT MIXTURES AND CHEMICAL COMPOUNDS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {35-46},
	abstract = {The study revealed students{\textquoteright} conceptions about mixtures and chemical compounds and also investigated the effects of a hands-on activity designed to improve their understanding of differences between two concepts. The sample consists of 52 seventh grade students in a primary school. Students{\textquoteright} ideas were elicited by a test consisting of six open-ended questions. An intervention designed based on students{\textquoteright} preconceptions. The intervention, in which two different colored balls of clay were used, comprises a hands-on activity whose aim was to help students distinguish essential differences between mixtures and chemical compounds. After the intervention, the test was re-administered to the sample as a post-test. Both qualitative and quantitative assessment indicated positive effects of the intervention on students{\textquoteright} understanding. The results suggest that teachers and curriculum developers should take into account this kind of activities in order to help students understand confusing concepts.},
	keywords = {chemical compound, hands-on activity, mixture, students{\textquoteright} understanding},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286868.pdf},
	author = {Bayram Co{\c s}tu and Suat {\"U}nal and Alipa{\c s}a Ayas}
}
@article {128,
	title = {THE INFLUENCES OF ELEMENTARY SCIENCE TEACHING METHOD COURSES ON A TURKISH TEACHERS COLLEGE ELEMENTARY EDUCATION MAJOR STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE AND SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {66-77},
	abstract = {The main purpose of this study was to find the influences of elementary science teaching method courses on Turkish elementary education major students{\textquoteright} attitudes toward science and science teaching in a Turkish Teachers College. The results of both pre and post-test scores showed that elementary education major students have positive attitudes toward science and science teaching. Statistically, only one significant positive change (pair-wise t-tests) was found between the pre and post-test scores; that is, students significantly gained more positive attitudes toward science teaching. On the other hand, the mean difference after taking elementary science teaching method courses did not show a significant result on the attitudes toward science. As a result of this study, it can be concluded that Elementary science teaching method courses have a positive influence on attitudes toward science teaching but this conclusion is not the same for the attitudes toward science. },
	keywords = {attitudes toward science, elementary science teaching, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287084.pdf},
	author = {Lutfullah Turkmen}
}
@article {134,
	title = {INFORMATION COMMUNICATION TECHNOLOGIES IN NATURAL SCIENCE EDUCATION: SITUATIONAL ANALYSIS AND PROSPECTS IN BALTIC COUNTRIES},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {35-49},
	abstract = {Information technologies play a crucial role in building a knowledge-based society. However, even the most advanced technologies will not produce a required effect if their use (application) in the educational system is not adequate to the current development of technologies and increased educational needs. The initial information literacy abilities are formed in comprehensive school as presently, these educational establishments have the possibility of employing different information technologies. It is probably often related to appropriate computer technologies and the Internet.
        During the last five years, a number of investigations into the field of natural science education have been carried out. On the other hand, to more accurately identify the situation in different regions of Europe, lack of in-depth expert research can be noticed. Therefore, the latter survey (expert inquiry) is aimed at examining the situation on using ICT in natural science education in Baltic countries. A precondition that the obtained findings will be useful for improving the process of natural science education in terms of ICT applicability and efficient use can be made. },
	keywords = {expert inquiry, modern ICT, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288087.pdf},
	author = {Vincentas Lamanauskas and Rytis Vilkonis}
}
@article {135,
	title = {INQUIRY LEVELS AND SKILLS IN ZAMBIAN HIGH SCHOOL CHEMISTRY SYLLABUS, TEXTBOOKS AND PRACTICAL EXAMINATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {50-57},
	abstract = {This study analyzed the Zambian high school chemistry syllabus, textbooks, and practical examinations for inquiry levels and skills. The chemistry syllabus was explicit on inquiry skills and levels. Experiments in the chemistry textbooks and practical examinations were mostly at confirmation and structured inquiry levels respectively. Very few experiments were at guided inquiry level and none at open inquiry level in the textbooks and practical examinations. However, the course materials emphasized the same inquiry skills. There were no guidelines on inquiry-based teaching in the course materials. As such, this is a potential obstacle to the implementation of inquiry science teaching. Implications for science teaching, learning, and curriculum design have been discussed.},
	keywords = {chemistry, examinations, inquiry, syllabus, textbooks},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288148.pdf},
	author = {Frackson Mumba and Vivien Mweene Chabalengula and William Hunter}
}
@article {130,
	title = {INTEREST IN SCIENCE AS THE KEY TO SUCCESSFUL SCIENCE STUDIES OR - AWAKEN THE INTEREST, DEVELOP AND STRENGTHEN IT!},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Editorial},
	chapter = {4},
	abstract = {Dear readers!

When, ten years ago, together with colleagues from Link{\"o}ping University we, as part of the Visby project in Sweden, analysed the reasons behind students{\textquoteright} motivation to become science teachers, we took it as almost a surprise that for 75\% of those students the reason was that they had always been interested in science. The second most popular answer was - I like working with people/ children. Certainly, evaluating those answers from a time distance, it seems {\textendash} there was nothing to be so surprised about. Interest is and always has been a driving force for human mind and activities. And, from our personal experience, we know how difficult it is to do a boring job. Though, for adults, their sense of duty also plays a certain role.
But let us bear in mind also how often pupils and adults say {\textendash} this or that is interesting but is not for me. It seems that today this sentence very often refers to science sphere {\textendash} there are so many pupils finding this field of great interest but never considering it as their future career. Certainly, not everyone should become a scientist or an engineer, however, a scientifically well-grounded approach to problems, including those of social character, is a quality one can acquire through understanding of the scientific regularities.
This summer several significant scientific events took place in Europe, such as: the 6th IOSTE Symposium for Central and Eastern Europe ({\v S}iauliai, Lithuania), ESERA (European Science Education Research Association) conference in Malm{\"o} (Sweden) and others. Pupils{\textquoteright} interest in science, promoting and developing it, even not being the guideline of science didactics right now, is and will always be one of the basic issues for scientists and researchers to focus on. This same issue was discussed also at the above mentioned conferences. The latest research of the ROSE project shows that those pupils who take interest in science themselves and believe that it should be studied by everyone very well understand how school science can form their future careers. They also more often see their future connected with environment protection, which is evidently due to them having more successfully acquired science at school and having better understood the modern environmental problems.
However, raising interest in science is not an easy task in the globalized world of today. There are many things around us so much easier to acquire than good knowledge and solid skills in science subjects! And sometimes we: science teachers and university professors, take an approach that is too academic as, during our school years, profound academic knowledge or even science for science seemed the very peak of the teaching/learning process. And we found that interesting {\textendash} it was our future!
This is why today, when the latest issue of Journal of Baltic Science Education is published, this event, in our region, coinciding symbolically with the beginning of a new academic year in universities and schools of all levels, I would like to wish every science teacher and natural science researcher {\textendash} do not lose the enthusiasm about science you possessed as pupils, develop it, and, creatively changed, pass it on to your students and pupils!
Science for science, but, first of all {\textendash} science for human!},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287861.pdf},
	author = {Janis Gedrovics}
}
@article {121,
	title = {MODERN SCIENCE EDUCATION AS INVESTMENT TO THE FUTURE (DEAR READERS AND WRITERS)},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Editorial},
	chapter = {4},
	abstract = {Dear Readers and Writers!

Recent international and regional scientific research carried out at different level point to mean learners{\textquoteright} involvement into natural sciences. Such tendency is strongly marked in the developed countries. A number of negative tendencies have been disclosed by international ROSE research /http://www.ils.uio.no/english/rose/ the results of which are carefully analyzed in the majority of countries worldwide. Natural science education is playing a crucial role in both developed and developing countries. Quality-based natural science education is necessary for every human living in a modern world. As it was mentioned above, different investigations show that natural sciences have lost their previous attractiveness in the developed countries. On the contrary, the young generation of the developing countries most frequently has a positive interest in natural sciences. Professor A.Broks affirms that presently, the majority of people have failed to take a clear position on the events taking place in our lives, and therefore education is often accepted through chaos as well as through dangerous and old-fashioned ideas promoted by the West. On the other hand, in most of the cases, natural science education in school is not popular, inexactly correspond to the curricula and have no relevance to the learners{\textquoteright} needs. The introduced situation is determined by several common and uncommon factors. The process of natural science education in comprehensive school is one of those not adequate for the present day and achievements in sciences. Such inadequacy first of all has relation with competence of teachers of natural sciences. Insufficient competence is frequently determined by the inappropriate process of studies in universities training would-be teachers of natural sciences. To some purpose, in a number of countries, careful attention is paid to adopt new approaches for training teachers of natural sciences, for example the international project IQST (Improving Quality of Science Teacher Training in European Cooperation) / http://www.iqst.upol.cz/. Although the above introduced project is not large enough, however it is expected that its results will have powerful impact on improving the system of teacher training in universities. The need of the project can be clearly reflected by the remark that in the entire participating countries one can observe lack of science teachers, mainly of physics and chemistry teachers, as well as lack of students in this teacher training. There is not doubt that science teaching has a crucial role to play in shaping the future development of the EU. 
A valid point is that JBSE has found the reader. The editorial board receives interesting manuscripts, suggestions, responses and positive evaluations. The staff of the magazine is grateful to everyone for improving the image of the journal. In behalf of the editorial board I would like to thank all the members of the board as well as the reviewers of the articles for thorough and superficial examination of every paper presented. It{\textquoteright}s valuable and immediate help necessary for the magazine to be available for the reader. Ten editions have already been published. We expect that any of the issues included interesting and valuable topics relevant to everyone engaged in improvement of natural science education at all levels of the education system. The readers and authors should accept the fact that due to the increase of the journal{\textquoteright}s ratings, from now on, the magazine will be published three times a year. Moreover, considering the standards defined by the international community, the numeration of the periodical has been changed. 
The editorial board is looking forward to collecting articles that discuss various issues. Public natural science education (sophistication) is a burning question. Apparently natural science education is crucial for training the present young generation. In this case, there is no difference whether a young person will be engaged in natural sciences in the future. The increase of the interest of those not involved in sciences or having a previously formed negative attitude towards the subjects is a more complicated problem to be solved. This is concern and obligation of the whole scientific pedagogical society working in the field of natural science education. 
With kind regards!},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286522.pdf},
	author = {Vincentas Lamanauskas}
}
@article {50,
	title = {THE PRECONDITIONS OF ECOLOGICAL EDUCATION OF SCHOOL TASKS ON PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2007},
	month = {March/2003},
	type = {Original article},
	chapter = {12 - 20},
	abstract = {The article submits the results of research that pursued to establish a number of ecological tasks on physics in natural science education textbooks and to collate the preconditions of ecological education of school tasks on physics in the integrated natural science textbooks and non-integrated physics textbooks of different countries. To fulfil the research, the following methods such as the analysis of literature, the quantitative analysis of the textbooks content, the statistical analysis of empirical data have been applied.

When examining integrated and non-integrated textbooks of different countries, it has been established that the average of ecological tasks varies from 7\% in the non-integrated textbooks and up to 12\% in the integrated ones. Comparing integrated and non-integrated textbooks of the same form the deviation of comparative rates of ecological tasks varies from statistically irrelevant to statistically absolute. The cases of statistically relevant deviation are fractionally prevailing. The examined non-integrated physics textbooks and integrated natural science textbooks, including the Lithuanian ones, do not basically differentiate evaluating the element of ecological tasks that comprise students{\textquoteright} preconditions of ecological education.},
	keywords = {abstract tasks, ecological tasks, sociocultural tasks, specific tasks, technical tasks},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503927782.pdf},
	author = {Palmira Pe{\v c}iuliauskiene and Alfonsas Rimeika}
}
@article {122,
	title = {PUPILS{\textquoteright} MISCONCEPTIONS ABOUT MAMMALS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {5-14},
	abstract = {A misconception about animals has been reported in various research reports on the pupils of all age groups. However, deeper study on the children{\textquoteright}s concepts about mammals has never been conducted. This study suggests the ideas about mammals put forward by the children aged from 10 to 15. A questionnaire with 35 multiple choice and open - ended questions were administered to 468 children from 6 elementary schools in Slovakia. The children{\textquoteright}s ideas were examined in five dimensions (animal classification and phylogeny; food; foraging strategies; parental care; senses, morphology and anatomy). Serious misconceptions about mammals across all age groups were found out. Our data provides direct implications for teaching biology. 
        This study showed that Slovakian elementary school pupils had serious problems with several concepts about mammals. Our data corroborate previous findings about misidentification of common mammals with other animals (see Kellert, 1985; Trowbridge \& Mintzes, 1985, 1988; Braund, 1991, 1998). Moreover, the follow up questions showed that although most of the pupils were aware that a whale is a mammal, they were less sure that whales suck milk or feed on plankton. These findings are in line with our current research focused on the children{\textquoteright} concepts about birds (Prokop, Kubiatko \& Fancovicova, acceptted manuscript) and support a necessity of using the multiple questions focused on the same topic rather than using a simple question. Moreover, these data have direct implications for biology practise and can be applied internationally.},
	keywords = {age, animals, mammals, misconception, pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286616.pdf},
	author = {Milan Kubiatko and Pavol Prokop}
}
@article {136,
	title = {SCIENCE EDUCATION AS PROBLEMATIC AREA IN MODERN EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Editorial},
	chapter = {4},
	abstract = {Dear Readers and Writers!

The international scope of everything we do has exponentially increased over the last two decades. From the products we consume to the jobs we hold, and the stores in which we shop {\textendash} almost all aspects of our lives have an international connection. And this is the case within science education. 
Situation with science education grows problematic worldwide, and it urges in both developing and leading industrialized countries. E.g., recent (2006) scores from the Program for International Student Assessment (PISA) illustrate it well: the test administered to students in 30 industrialized countries revealed that U.S. students continue to fall behind their peers in math and science. Students from Hong Kong followed Finland{\textquoteright}s 15-year-old and Canada performed the best on the science portion of the test. Students in Finland, Taiwan, South Korea, Canada, and Hong Kong were the best performers in Math.
What is the key reason for it? Sciences being hard to master or not "in fashion" today, widely spread humanities-over-sciences references, boring content of science textbooks or out-of-date underpinning pedagogical theory? Whatever it maybe, U.S. science teachers will have to learn much from colleagues in other countries about both their culture and their successful teaching practices. In turn, science educators from other countries can learn much from American science teachers. This will allow us all to better serve the diverse students we teach: students today are more likely to be from other countries and speak other languages. 
Science teachers should increase their participation in diverse types of international activities because they are critical to the future of science education. A critical component of international efforts will be partnerships of teacher organizations. International collaboration today is marked with Internet networking, online teaching, Web 2.0, and open source movement. Science education will benefit from powerful means of visualization (see Periodic Table of Visualization Methods on the Internet) and immersive multi-user 3D environments. Go to Second Life, and you will find {\textquotedblright}Chemical Philosophers{\textquotedblright}, {\textquotedblleft}Geographic Society in Cyberspace{\textquotedblright}, {\textquotedblleft}Teen educators in SL{\textquotedblright}, {\textquotedblleft}American Chemical Society{\textquotedblright}, {\textquotedblleft}Science School{\textquotedblright}, {\textquotedblleft}Chemistry and Computers{\textquotedblright}, {\textquotedblleft}Science Park{\textquotedblright}, {\textquotedblleft}Physics Education{\textquotedblright} and many others whose concern is science education. That is why University of Oregon Center for Advanced Technology in Education / Center for Global Teaching is interested in implementation of international projects focused on science education like Salamander and Chemistry Hall of Fame in Second Life.
Real and virtual worlds seem to be big and hardly ever compatible. But actually they are pretty close and do not have precise borders. In a magic way, UO CATE in EduIsland is a neighbor of ARiSEnet Teachers Group, which comprises mostly secondary school teachers interested or experienced in teaching students of diversity. Presented in JBSE issue No.1 (2007), ARiSE is a joint European project (another project from ARiSEnet), and their SL group collaborates as a team as well as with the other educator communities in defining pedagogy pertaining to 3D instruction particularly in the math and sciences /http://www.arise-project.org/. 
In this way, Journal of Baltic Science Education, whose topics in this issue include Physics, Chemistry, Biology, Cognitive Science, truly serves as a bridge between European and U.S. educators as well as between real and virtual worlds. Long live this reliable connection and fruitful cooperation for sustainable science education!},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288398.pdf},
	author = {Uladzimir Slabin}
}
@article {141,
	title = {STUDENT TEACHERS{\textquoteright} REASONING PATTERNS WHILE SOLVING A CONTEXTUALIZED TASK ON THERMAL PHENOMENA},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {44-54},
	abstract = { In this study three different patterns of reasoning have been identified: linear, star and combined reasoning. As six student teachers were working on a contextualized task on heat and temperature they showed these different patterns of reasoning during an interview situation. The data was analysed using reasoning maps. The patterns are also discussed in relation to the students{\textquoteright} subject matter knowledge in this specific area. There are indications that the reasoning pattern is dependent on what kind of scientific subject matter knowledge the student reveals. Star and combined reasoning make it possible to look at the task from different angles and thereby develop fragmented knowledge into more comprehensive knowledge.},
	keywords = {interview, science education, thermal phenomena},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288657.pdf},
	author = {Karin Stolpe and Helge Str{\"o}mdahl}
}
@article {123,
	title = {TRENDS IN WESTERN SCIENCE CURRICULA AND SCIENCE EDUCATION RESEARCH: A BIRD{\textquoteright}S EYE VIEW},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {15-22},
	abstract = {The present article starts with a concise report of three important waves of innovation in Western science education, one in the 1960s, one in the 1980s, and one in the 2000s. The background of each wave is concisely explicated in terms of dissatisfaction with the foregoing curriculum and the rise of new general theories on teaching and learning. The reported innovations have influenced the agenda of research in science education in the Western world. In the second part of the article, the main trends in topics and methods of this research are reported. Finally, some main trends in science teacher education are concisely addressed. 
        The present overview indicates a number of important developments in science curricula and research in science education. In the last 50 years, a growing interest in research topics related to students and their learning and teachers and their teaching can be indicated. Recently, an important upcoming research topic is focused on the development of science teachers{\textquoteright} knowledge base (cf. De Jong, Veal \& Van Driel, 2002). Trends in science curricula and courses will come and go, and {\textquoteleft}hot topics{\textquoteright} in science education research will rise and fall. So far, so good. However, in my opinion, it is time to pay much more attention to an old issue: the relationship between science education research and science teaching practice. In the last half century, this relationship has been problematic. Several attempts have been made to improve this relationship, for instance, by publishing a growing number of books that would inform and support the practice of science teaching (see e.g. De Jong, Kortland, Waarlo \& Buddingh{\textquoteright}, 1999; Monk \& Osborne, 2000). Nevertheless, for many years, researchers have also pointed out the poor effects of their efforts; for example, they complain that the outcomes of research often do not find their ways into the practice of teaching of science (Shymansky \& Kyle, 1992). On the other hand, practising science teachers consider personal experiences, common sense, and official documents as much more important sources of their professional knowledge than results of research (Costa, Marques \& Kempa, 2000). In conclusion, one of the biggest challenges of the near future of science education is to bridge the gap between science education research outcomes and science teaching practices in the classroom. },
	keywords = {educational theories, research topics and methods, science curriculum innovations, science teacher education, trends},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286727.pdf},
	author = {Onno De Jong}
}
@article {124,
	title = {TURKISH UNDERGRADUATE STUDENTS{\textquoteright} MISCONCEPTIONS ON ACIDS AND BASES},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {23-34},
	abstract = {This study is aimed at determining students{\textquoteright} misconceptions about acids and bases. In order to fulfill this aim, open-ended diagnostic questions and semi-structured interviews were used. The diagnostic questions were administered to 91 undergraduates who enrolled in the Primary Science Teacher Training Department in a state university in Turkey. In addition 11 students were interviewed in order to clarify their written responses and to further probe students{\textquoteright} conceptual understandings of the questions asked in the test. The findings revealed a number of misconceptions. The results have implications for tertiary level teaching, suggesting that a substantial review of teaching strategies is needed.},
	keywords = {acids, bases, equilibrium, misconceptions, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286816.pdf},
	author = {Tacettin Pinarbasi}
}
@article {139,
	title = {USING PHENOMENOGRAPHY COMBINED WITH KNOWLEDGE SPACE THEORY TO STUDY STUDENTS{\textquoteright} THINKING PATTERNS IN DESCRIBING AN ION},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {27-33},
	abstract = {This study compares Hungarian 7th to 11th graders{\textquoteright} thinking patterns in describing an ion. The combination of phenomenography and knowledge space theory was used as evaluation method to explore students{\textquoteright} reasoning and to follow the change in students{\textquoteright} cognitive structures. According to the phenomenographic analysis of the responses, three main categories, {\textquoteleft}ions are particles{\textquoteright}, {\textquoteleft}charge of ions{\textquoteright} and {\textquoteleft}formation of ions{\textquoteright}, were identified. Connections between these categories were determined by adapting knowledge space theory to the hierarchy of categories. Results showed a typical shape of the process of conceptual change. The initial model for representation of students{\textquoteright} knowledge structure is a simple one but during the instruction this model becomes more complex and finally {\textquoteleft}crystallises{\textquoteright} the new model. In the initial model, the {\textquoteleft}charge of ions{\textquoteright} category was independent of the {\textquoteleft}formation of ions{\textquoteright} category, and these both categories were built on the category {\textquoteleft}ions are particles{\textquoteright}. Significant change in connections among categories could be detected in 8th grade. From 8th grade the category {\textquoteleft}ions are particles{\textquoteright} as basic knowledge was changed into the category {\textquoteleft}charge of ions{\textquoteright}. At the end of the instruction (in 11th grade) {\textendash} after mixing these models in 9th and 10th grades {\textendash} a double model with basic category {\textquoteleft}charge of ions{\textquoteright} was found for representation of students{\textquoteright} thinking patterns in describing an ion.},
	keywords = {conceptual change, ion, knowledge space theory, phenomenography},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288547.pdf},
	author = {Zolt{\'a}n T{\'o}th and Lajos Lud{\'a}nyi}
}
@article {930,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 5, No. 2, 2006},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607974129.pdf},
	author = {Editorial Board}
}
@article {933,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 5, No. 1, 2006},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1608052380.pdf},
	author = {Editorial Board}
}
@article {929,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 5, No. 2, 2006},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607974089.pdf},
	author = {Editorial Board}
}
@article {932,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 5, No. 1, 2006},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1608052338.pdf},
	author = {Editorial Board}
}
@article {111,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Editorial},
	chapter = {4},
	abstract = {A current issue of the journal discusses eight interesting and seminal articles which is definitely a very usual and entirely understandable matter. On the other hand, 10 is a special number of the magazine indicating a fairly hard but progressive way to have been followed. Intention of publishing a journal is very important. However, pushing the idea of promotion is though a different but crucial issue. In this case, the situation reminds of a baby requiring constant long-term care as this short five-year period is not lengthy enough to debate the entrenchment of the international journal in the academic society world-wide.
During a period of five years, 72 articles focusing on the topics covering general methodological as well as experimental or specific didactical questions have been published. Obviously, a broader and more accurate picture would have been revealed by thorough assessment of the subjects. It is expected that the proximate issues of the magazine will improve the situation. The spectrum of the authors becomes wider, and thus this is evidence showing that the popularity of the journal is growing. It must be stressed that not all received works have been published. During this time, the editorial board of the journal has collected more than one hundred and fifty different papers. Nevertheless, a number of those were qualified as not corresponding to the format of the journal or were insufficiently professionally prepared to be published. An initial idea of the magazine was to present the Baltic States i.e. to make the works, ideas and experience of the experts of this region internationally known. Yet, the editorial board has always supported the idea that the journal had to be opened to any potential author on no account that they were representatives of other countries or institutions. Lithuania as one of the Baltic Countries is placed in a unique geopolitical situation. We have always remained as a bridge between the East and the West. A very valid point is that the authors from Russia, Byelorussia and other countries of Eastern Europe have joined our magazine. Unfortunately, due to the various reasons, frequently the readers from the West fail to become acquainted with relevant and valuable experience gained by the countries of the East in the field of natural science education. For example, this issue publishes an article on child orientation in immediate natural and social environment and is done by Eleonora Melnik who is a professor at a State Pedagogic University in Karelia. The publication reveals an attitude of the Russian experts towards the interaction between nature and modern human being. Evidently, the questions facing the interaction between man and nature in ontogenesis are poorly examined due to lack of methodical information disclosing how to implement educational support in order to make corrections to negative and to form and strengthen positive interaction. 
As it was mentioned above, the editorial board of the journal gets more and more different manuscripts to be published and supposes that the academic level of the journal should constantly increase. These are the major indicators proving the need for further publishing the magazine. Therefore, we are concentrating on bringing out the materials of high scientific quality. We are expecting that the future authors will be more focused on the quality of preparing papers for publications as well as will more intensively follow the requirements for the handled manuscripts imposed by the editorial board. A perfect manuscript makes our hard and fairly lengthy work more rewarding. 
An assessment of the international situation discloses that research on the natural science education issues increasingly frequently becomes a field of the interests of the scientists from different countries. TIMSS, SAS, PISA, ROSE etc. and other important investigations show that the spectrum of problems is really broad and causes overriding concern (not only in academic society). Such fields as natural science education literacy, motivation for acquiring knowledge of natural sciences (nature study) and practical nature/environmental study activity, interaction with nature, integration of natural science-technological-social education, training of teachers dealing with natural sciences and diagnostics of training quality (on the basis of competencies), natural science background of primary school teachers, natural science education in pre-primary and primary educational establishments, usage of ICT in the process of natural science-technological education etc. are and will be the central problems requiring an effective solution. The main question that needs to be answered is about natural science and technological education in the 21st century. We believe that the scientists from different countries will help with finding answers to this burning issue by presenting their research papers for the reader. 
In conclusion, I would like to thank the members of the editorial board whose broad knowledge, support and inspiration have helped me very substantially with producing and publishing the journal. Since the very first issue of the magazine was published, the number of the people working for the magazine has increased and the number of the countries representing the journal has become larger. We hope that all the members of the editorial board will be active in producing and assisting the journal in the future. },
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234563.pdf},
	author = {Vincentas Lamanauskas}
}
@article {103,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Editorial},
	chapter = {4},
	abstract = {It is very pleasant that with each edition of our journal we see an increasing number of countries represented by contributors as well as an expanding range of topics covered in scientific articles. Currently, the journal mostly present articles about the educational standards and modern teaching-learning technologies in corresponding countries. But how about the development of modern educational content in natural sciences? It has been almost 40 years since my class graduated from the secondary school, but the science curriculum in schools and higher educational establishments hasn{\textquoteright}t changed much, especially with regard to physics. Metaphorically speaking, the content of sciences could be compared to the content of a wardrobe containing the clothes of our grandparents and our parents, as well as our own contemporary clothing items which we traditionally try to save until we have worn down the older clothes. In most cases the final result is that there is no time left for the contemporary. The question is whether science students will have time to cover the contemporary developments while studying all the theories and laws of the past centuries. 
I don{\textquoteright}t think I will be far from the truth in stating that natural sciences are more prone to conservatism than other sciences. Sometimes it seems that we would like to build new theories on old foundations without realizing that some of the new theories in themselves provide new foundations. During the last two decades alone, we can observe a huge progress in the quality of people{\textquoteright}s lives thanks to the development of natural sciences. Information science, microelectronics, cellular connections, genetic engineering and other scientific notions have imperceptibly added to the daily vocabulary which individuals gradually perfect from the very childhood based on the changes brought by new scientific developments. It might be time to consider how to streamline science education in this context. 
In Europe and worldwide there are educational content improvement projects that strive to include topics related to the utilization of modern technologies in production, medicine, household appliances and other aspects of daily life. Obviously, we cannot bypass the very foundations of natural sciences and jump to modern theories, but we have to remember that individual creative endeavours last for decades whereas science has developed over the course of hundreds and thousands of years. Our journal has the opportunity of thematic improvement by publishing more articles devoted to expansion of scientific content in various educational levels. I think that many readers will be pleased to find articles about how to balance the foundations of a particular science with the acquisition of new contemporary theories. 
As a member of the editorial board, I am deeply grateful to all authors whose scientific articles have greatly contributed to science education. Wishing good fortune and success to all of you,},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214020.pdf},
	author = {Valfr{\^\i}ds Pa{\v s}kevi{\v c}s}
}
@article {106,
	title = {THE EFFECTS OF HANDS-ON ACTIVITIES INCORPORATING A COOPERATIVE LEARNING APPROACH ON EIGHT GRADE STUDENTS{\textquoteright} SCIENCE PROCESS SKILLS AND ATTITUDES TOWARD SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {27-37},
	abstract = {The purpose of this study was to investigate the effects of hands-on activities incorporating a cooperative learning approach on eighth grade students{\textquoteright} science process skills and attitudes toward science. The sample of this study consisted of 55 students, from two different eighth grade classrooms in an elementary school, which were instructed by the same science teacher. The classrooms were assigned randomly as the control group and the experimental group. In the experimental group, hands-on activities were employed along with cooperative learning approach; whereas in the control group, the same activities were employed using teacher demonstration approach. In order to assess the treatment effects on eighth grade students, Science Process Skills Test (SPST) and Attitude Scale toward Science (ASTS) were administered as pre- and post- tests to the control and experimental groups. Pre-tests were used as covariates. The results of MANCOVA showed that students in the experimental group had better performance on Post-SPST scores and Post-ASTS. },
	keywords = {cooperative learning approach, hands-on activities, science process skills, teacher demonstration approach},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214209.pdf},
	author = {Ibrahim Bilgin}
}
@article {931,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {98-100},
	abstract = {End page, Vol. 5, No. 2, JBSE, 2006},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1607974173.pdf},
	author = {Editorial Board}
}
@article {934,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	pages = {Continuous},
	type = {Other},
	chapter = {89-90},
	abstract = {End page, Vol. 5, No. 1, JBSE},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1608052426.pdf},
	author = {Editorial Board}
}
@article {116,
	title = {ENHANCING LEARNING THROUGH MULTIPLE INTELLIGENCES IN ELEMENTARY SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {61-69},
	abstract = {The goal of this research is to investigate whether there is a significant difference between multiple intelligence instruction and traditionally designed science instruction on 7th grade students{\textquoteright} understanding of concept with the {\textquotedblleft}The Structure of Material and Its Transformation{\textquotedblright} unit and attitudes toward science. Two classes, each with 27 students were randomly selected. The experimental group was instructed though MI strategies, whereas the control group was utilized with traditional methods. The measurement instruments utilized were Chemistry Achievement Test and Science Attitude Scale. As a result of this study it was found out that multiple intelligence theory, when compared to the traditional learning method, created positive effects on students{\textquoteright} success and attitudes toward science as a school subject. },
	keywords = {multiple intelligence theory, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234896.pdf},
	author = {Esra Ucak and Huseyin Bag and Muhammet Usak}
}
@article {104,
	title = {ESTONIAN TEACHERS{\textquoteright} READINESS TO PROMOTE INQUIRY SKILLS AMONG STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {5-16},
	abstract = {Researchers in developed countries have reported that the students{\textasciiacute} skills related to inquiry are poor and the teachers do not adequately teach inquiry skills without the involvement of special interventions. Little is known about inquiry teaching and science teachers{\textasciiacute} attitudes in post socialist countries, for example the Baltic republics. This study aimed to explore the current situation in Estonian science classes and interpret teachers{\textasciiacute} development toward inquiry based experimental teaching during an 8-month intervention. The results from this study showed that characteristics exhibited by teachers as a result of their development can be described in 3 categories with only one category showing a readiness to promote inquiry skills and that the changes in students{\textquoteright} acquisition of process skills were dependent on teachers{\textquoteright} development.},
	keywords = {authentic teaching, experimental work, inquiry, process skills, teachers{\textasciiacute} development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214086.pdf},
	author = {Klaara Kask and Miia Rannikm{\"a}e}
}
@article {109,
	title = {IMPACT OF PHYSICS-ORIENTED TASKS ON UNDERSTANDING THE CONCEPTS OF ELECTRICAL PHENOMENA},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {61-73},
	abstract = {Research on framing the schoolchildren{\textquoteright}s concepts is supposed to be a scientifically and practically important issue of modern educology. In order the learners should conscientiously grasp the scientific concepts; the process of concept development must be properly organized and carefully controlled. To formulate the concepts of physics, the authors of the article followed the oriented tasks embracing definite didactic operation references. Research suggests that the oriented tasks in the educational process are performed as a guide determining the steady movement toward a positive result. A pedagogical experiment monitors the impact of physics-oriented tasks on understanding the concepts of electrical phenomena. A survey involved 230 ninth-formers presenting different schools of Lithuania. The experiment and its statistical assessment indicate that the oriented tasks help with perceiving the scientific concepts, highlight the schoolchildren{\textquoteright}s typical mistakes and impose requirements for their correction and improvement. },
	keywords = {concept development, electrical phenomena, oriented tasks, pedagogical experiment, teaching physics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214394.pdf},
	author = {Violeta {\v S}lekiene and Loreta Raguliene}
}
@article {115,
	title = {INTERDISCIPLINARY APPROACH TO UNDERSTANDING A CHILD{\textquoteright}S ORIENTATION IN THE ENVIRONMENT: SOME REMARKS FROM RUSSIAN PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {51-60},
	abstract = {The article highlights the research of a man{\textquoteright}s interaction with the environment. The research is based on literature sources in natural science and humanities. From the pedagogical point of view we prefer considering the orientation of a child, residing in an environment as research of his relations with the entire environment: with the natural, social and modified components. A tool to understanding this kind of a child{\textquoteright}s relationship with the environment is an interdisciplinary approach which helps to thoroughly characterize the main tendencies of a person{\textquoteright}s interaction with the environment from the different sciences perspective.
Thereby, our vision of the problem of the child{\textquoteright}s orientation in the environment does not contradict the main trend of the development of different sciences knowledge about environment, which expect the study of the person{\textquoteright}s environment and clarification of his place in this environment. However, the orientation process will be more successful if:

	 as early as in the primary school the child will understand the term "environment{\textquotedblright}, as a multi-component system, being an integrity of natural, changed (to different extent) environment and the social one, being in dynamic balance, when past, present and future are determined by conditions, which mankind (the society) is capable or not capable to create in the purpose of saving the civilization, on basis of time-appropriate relations, moral-ethical values, accepted and being used in the society;
	 the child is to be considered as the subject of the activity and interaction with the environment, being inside the system, possessing psyche and capable to form up his life space, according to his wish;
	 the child{\textquoteright}s orientation is to be viewed as a process, which is directed to transformation of a  child{\textquoteright}s particular situation relationships with the surrounding reality into a stable value-oriented system;
	 the result, which determines a general person{\textquoteright}s life-line (activity, actions) in his present and future relationships with the environment, is to be directed by viewing the environment as the main value.},
	keywords = {interaction with nature, interdisciplinary approach, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234825.pdf},
	author = {Eleonora Melnik}
}
@article {113,
	title = {MOVING BEYOND TEACHING METHODS IN SCHOOL SCIENCE - EPISTEMOLOGICAL AND SOCIOCULTURAL VIEWPOINTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {20-39},
	abstract = {The question of how to implement teaching methods in school science finally emerges, when new science curricula are introduced and taken in use. Fundamentally new orientations in curricula might however, be in conflict with the situation which is predominant at schools with more traditional views of school science. We start our article by exemplifying the Finnish situation in relation to the science curriculum renovation, taking into consideration tensions at a more general level. Our aim is to bring into discussion both epistemological questions and communicational aspects of science teaching and learning. We conclude that moving beyond the traditional focus on facts and the laws of science; we could teach students to use the knowledge and expertise of others, raising questions, living with uncertainty, articulating ideas in public forums, using evidence, reaching consensus, and making group decisions.},
	keywords = {lower and upper secondary school, science education, teaching methods},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234702.pdf},
	author = {Kari Sormunen and Heikki Saari}
}
@article {118,
	title = {THE NATURE OF SCIENCE AS VIEWED BY NON-SCIENCE UNDERGRADUATE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {77-85},
	abstract = {The purpose of this exploratory study was to determine views held on the nature of science by tertiary level students who are not studying science subjects as an academic area of study, who are not seen as outstanding students in an academic sense, but who may cover a range of age groups from 18 upwards. The research sets out to determine their views on the nature of science based on their learning at secondary school and influences that may come from society. Essays written by 58 students were analysed. Using a phenomenographical approach, categories describing undergraduate students views were found. },
	keywords = {nature of science (NoS), phenomenographical approach, the course on philosophy of science},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235079.pdf},
	author = {Arne Rannikm{\"a}e and Miia Rannikm{\"a}e and Jack Holbrook}
}
@article {105,
	title = {OPERATION OF EDUCATIONAL SOFTWARE IN THE PROCESS OF TEACHING SCIENCES IN LITHUANIAN PRIMARY AND BASIC SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {17-26},
	abstract = {On the basis of national research data on the schoolchildren{\textquoteright} achievements and on the grounds of a secondary analysis of the gained information the article deals with operation of educational software in the process of teaching world study in primary school and different natural sciences in basic school. It has been established that in comparison with science lessons provided in basic school educational software is often enough followed during the classes on world study in primary school. Primary educational software is regularly used in the city site and regional centre schools while in the rural area it is very rare. On the opposite of the city site schools, basic educational software is widely employed in the rural area. },
	keywords = {basic school, educational software, primary school, science education, world study},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214150.pdf},
	author = {Palmira Pe{\v c}iuliauskiene and Marija Barkauskaite}
}
@article {117,
	title = {A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {70-76},
	abstract = {This study investigated the balance and emphasis of scientific literacy themes in Zambian high school physics course in an attempt to find out its potential of contributing to preparation of scientifically literate citizens. Results show that the national syllabus and examinations emphasized the investigative nature of science while textbooks placed most emphasis on basic knowledge of science. Although the interaction of science, technology and society theme was accentuated in the syllabus, it was less emphasized in textbooks and absent in some examination papers. However, the physics course has potential of contributing to the preparation of scientifically literate citizens. },
	keywords = {examinations, physics course, scientific literacy, syllabus, textbooks},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235010.pdf},
	author = {Frackson Mumba and Vivien Mweene Chabalengula and William Hunter}
}
@article {107,
	title = {REGIONAL AND GROUP DIFFERENCES IN THE FRAMEWORK OF INTERNATIONAL COMPARATIVE PROJECT ROSE IN LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {38-49},
	abstract = {Analysis of regional diferences and group differeces (gender, language of instruction) based on International Project ROSE was carried out. Conclusions based on coefficient Cohen{\textquoteright}s d and T-test for Independet samples justify remarkable diferences between the eastern part of Latvia called Latgale and the capital city Riga. It can be concluded that interest in natural sciences and its various themes in this field depend on the person, either a male or a female, firstly, and the language of instruction in school, secondly.
At the same time the language{\textquoteright} factor matters not exactly as the language itself, but it is dependent on the traditions in up-bringing in the family which form sound attitude to natural sciences and technology in general. Students with Russian as language of instruction are much more eager to explore themes in the field of natural sciences. 
The obtained results in Latvia are similar to the results in other countries. The shortage of regional data in other countries is an obstacle to carry out the reginal comparison on an international scale.},
	keywords = {comparative research, group differences, language of instruction, regional differences},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214271.pdf},
	author = {Janis Gedrovics}
}
@article {110,
	title = {SCIENCE SUBJECTS CHOICE AS A CRITERION OF STUDENTS{\textquoteright} ATTITUDES TO SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {74-85},
	abstract = {The attitudes of lower and upper secondary school students (the 9-11th forms, aged 15-17, boys and girls separately) toward natural sciences were investigated by using an inquiry method in Sweden, Finland and Latvia during 1998-2005. Results of this study show, that positive attitudes have decreased from 1998 to 2005 at the 9th form both in Latvia and in Sweden. In Finland, an increase among boys, who recognize subjects of the natural circle (except for General Science) as necessary, was observed. The number of positive answers of the Finnish girls was, however, in 2005 much smaller than in 1998. 
In a special investigation in Latvia was shown, that generally the least interest in the Natural subjects is observed among the 11th formers. 
The findings of this study indicate increased quantity of the respondents denying the importance of natural sciences as a whole, as well as overt difference between boys and girls in estimations of the importance of natural sciences.},
	keywords = {attitude to science, differences, gender, natural subjects, survey},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214474.pdf},
	author = {Janis Gedrovics and Ingvar W{\"a}reborn and Eila Jeronen}
}
@article {112,
	title = {THE SECONDARY SCHOOL LEARNERS{\textquoteleft} INTERACTION (FORMS 5 - 12) WITH NATURE: THE SEMANTIC STRUCTURE OF ATTITUDES IN TERMS OF LIFE PROTECTION},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {5-19},
	abstract = {The theoretical and practical facts prove that humankind increasingly devalue life primarily implementing personal needs and goals. Thus, the major objective of the learners{\textquoteright} science (self) education is fostering respect for nature and life. Although the issue is rather vital, the schoolchildren{\textquoteright}s interaction with nature is poorly investigated in Lithuanian as well as in other European countries. The object of the latter research is disclosing attitudes towards life protection in the process of the interaction with nature. The article deals with the semantic structure and the main peculiarities of the learners{\textquoteright} attitudes towards life protection on the basis of which the factors determining the attitudes could be predicted and an effective system of educational support could be developed. 1787 teenagers participated in the survey. A quantitative and qualitative assessment indicates that more than a half of the respondents (64\% of the answers) have positive attitudes towards the protection of single plants and animals{\textquoteright} species. Less than a half of the surveyed participants expressed neutral and negative attitudes (19\% and 17\% of the answers respectively). Despite the fact that quite a few learners support an idea about life protection, a semantic assessment of the attitude structure shows that the utilitarian, pragmatic and egocentric components of emotions are mainly prevailing. However, an expression of the ethic and value-based components remains weak and more diffusive. The learners{\textquoteright} attitudes towards life protection are full of semantic conversions. Hence, the obtained results presuppose the necessity of educational intervention. },
	keywords = {attitudes, interaction with nature, respect for life, science education, semantic categories},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234637.pdf},
	author = {Vincentas Lamanauskas and Irena Gailiene and Rytis Vilkonis}
}
@article {119,
	title = {STUDENTS{\textquoteright} IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW?},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {86-95},
	abstract = {There are several ways for gathering information about student{\textquoteright}s knowledge. Interviews or written tests with open-ended questions may effectively elicit students in-depth thinking, but they are difficult to quantify and some times subjective. In contrast, drawings have been considered as a simple research instrument that enables easy comparisons at the international level. We investigated relationships between the level of understanding shown by university students{\textquoteright} written responses focused on the function of bodily organs/organ systems and their ideas about the human body drawn on separate sheets of paper. We failed to find any relationship between these two methods. We propose that using the method of drawing in combination with written responses (or interviews) would provide more reliable information about children{\textquoteright}s understanding about scientific phenomena including the human body.},
	keywords = {drawings, human body, misconception, research methods},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235145.pdf},
	author = {Pavol Prokop and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {114,
	title = {TO WHAT EXTENT SCIENCE TEACHERS ARE CONSTRUCTIVIST IN THEIR CLASSROOMS?},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {40-50},
	abstract = {The primary science curricula have strong constructivist elements since 2000 in Turkey. As the creator of the learning environments it is the teacher who determines its quality. The purpose of this research is to determine if science teachers{\textquoteright} behaviour and thoughts are consistent with what the primary science curriculum in essence offers. The research was conducted with two researchers based on a qualitative design consisting of observation and interview with primary science teachers of Turkey. At the end, it was found that, although science teachers have constructivist ideas they do not behave in constructivist manner in the classroom. },
	keywords = {constructivism, primary science teacher, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234765.pdf},
	author = {Gul Unal and Ercan Akpinar}
}
@article {108,
	title = {TURKISH UNDERGRADUATE STUDENTS{\textquoteright} PERCEPTIONS ON THE FACTORS AFFECTING THE PROCESS OF THEIR LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {50-60},
	abstract = {In this study, science (physics, chemistry and biology) undergraduate students{\textquoteright} perceptions about the roles of student and lecturer, nature of knowledge, and student{\textquoteright}s task in examination was investigated. Besides, comparison of students{\textquoteright} perceptions was made in these four points with four class levels. A version of Perry Model developed by Finster was used in this study. This model shows how students develop from a simplistic stance on the nature of knowledge to one which is more pluralistic and contextual. The results showed that university learning environment positively effected the science undergraduate students{\textquoteright} perceptions about role of lecturer, taking responsibility for their own learning, autonomous learning, and self expression. In addition, obtained findings can be a guide for redesign of learning environments in undergraduate science education.},
	keywords = {intellectual development, Perry model, students{\textquoteright} perceptions, the process of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214335.pdf},
	author = {Erdal Senocak and Cezmi Unal}
}
@article {100,
	title = {CHALLENGES OF SUSTAINABLE DEVELOPMENT EDUCATION TO HIGHER EDUCATION IN LITHUANIA},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {68-79},
	abstract = {The establishment of a new personal approach and a current position on environment are the concerns of the scholars and educators in the majority of countries. Natural sciences on their own, although spreading broad but abstract knowledge of the world do not foster values and provisions essential for sustainable development education. In order to discover the ways and the scope of how sustainable development education has been introduced into educational programmes, the curricula of Bachelor and Master{\textquoteright}s studies of the University of Klaipeda, the University of {\v S}iauliai and Mykolas Romeris University have been revised. Assessment of postgraduate studies including the surveying of the staff dealing with the above mentioned curricula has been undertaken. The article discloses the issues relevant to higher education in Lithuania when encountering the problems of sustainable development education and takes a view on possible techniques of education as well as on the innovations of the curricula. The project-based technique applied for sustainable development education is a new, non-traditional way creating new opportunities of building up relationships between a student and an educator. },
	keywords = {project-based teaching, strategic abilities, sustainable development education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285231.pdf},
	author = {Lidija U{\v s}eckiene and Vilija Targamadze}
}
@article {99,
	title = {THE CHARACTERISTICS OF THE LEARNERS{\textquoteright} (FORMS 5 TO 12) INTERACTION WITH NATURE: THE EVALUATION ASPECTS OF BEHAVIOURAL SITUATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {55-68},
	abstract = { It seems logical to stimulate the young generation{\textquoteright}s wish to protect and love nature. The negative outcomes for today{\textquoteright}s natural environment such as soil pollution, animate and inanimate nature devastation etc. can be clearly noticed. Due to computers, robots and various kinds of technologies, humans have virtually lost their interrelation with nature. Our inability to kindly interact with nature can be treated as an obvious result of unacceptable behaviour. Consequently, ecology-based education is a crucial aspect of socialisation and has an enormous influence on the young generation, because a modern society is deeply influenced by the approach to nature, the natural environment and behaviour towards it. However, we must understand modern human manners of interaction with nature and the ways affecting behaviour. The authors agree that only in-depth assessment of the mechanisms of interaction with nature can provide opportunities to apply the means of educational correction when training the young generation. The article deals with the characteristics of the learners{\textquoteright} (forms 5 to 12) interaction with nature in terms of behavioural situations.},
	keywords = {comprehensive school, human{\textquoteright}s interaction with nature, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285146.pdf},
	author = {Vincentas Lamanauskas and Rytis Vilkonis}
}
@article {89,
	title = {THE COMPARATIVE STUDY OF PROSPECTIVE SCIENCE TEACHERS{\textquoteright} SKILLS OF WRITTEN EXPLANATION},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {40-50},
	abstract = {A comparative study of prospective teachers{\textquoteright} pedagogical skills of written communication in science is presented. Russian and Swedish students were asked to give detailed explanations of two simple physical phenomena (how and why the shadow from a tree appears and why the bulb lights in a torch) to a hypothetical Grade 7 pupil. The results of the questionnaire revealed the evident gap between the students{\textquoteright} knowledge per se and their abilities to express didactically their knowledge in written form and in pictures. Undoubtedly this is one of the challenges to teacher educators. The study also revealed the differences between forms and qualities of explanations given by Russian and Swedish students as the result of different pedagogical traditions and communication cultures. 
    The analysis of the findings from this study shows that the Russian prospective teachers had more problems with seeing themselves in the role of teacher than did the Swedish students. Russian participants of the study tended to answer the questions just as if they were students on a science course. Their explanations tended to be more academic and formalised than is appropriate for a Grade 7 pupil. In our opinion, this reflects the strict and formal style of teaching / learning which still dominates in Russian teacher education. For Russian students and teacher trainers, a correct answer is valued more highly than a good pedagogical form of presentation. Apparently, the skills of reworking knowledge and communication at the appropriate for children level are not systematically practiced in Russian teacher education.
     In contrast, in Swedish teacher education, students frequently work in small groups, often practising presentations at the children{\textquoteright}s level. They generally feel quite comfortable in acting out different social roles and responsibilities. This reflects the conviction of Swedish teacher educators that learning about science should reflect a participatory and collaborative knowledge generating process. Thus, science education in Sweden is seen as a participatory activity in which teachers and learners share responsibility for learning. },
	keywords = {communication skills, comparative study, science teacher education, sociocultural context},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049750.pdf},
	author = {Oleg Popov and Sergey Bogdanov}
}
@article {936,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 4, No. 2, 2005},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609079010.pdf},
	author = {Editorial Board}
}
@article {939,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 4, No. 1, JBSE},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609083242.pdf},
	author = {Editorial Board}
}
@article {938,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 4, No. 1, 2005},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609083205.pdf},
	author = {Editorial Board}
}
@article {935,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 4, No. 2, 205},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609078966.pdf},
	author = {Editorial Board}
}
@article {93,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Editorial},
	chapter = {4},
	abstract = {Two different professions are engaged in science education: {\textquoteleft}subject-specific (physics/ chemistry/biology) educators{\textquoteright} (i.e. people who do it) and {\textquoteleft}science education researchers{\textquoteright} (people who study it). Many subject-specific educators at the university and school levels often analyse physics/ chemistry/biology education in general or particular concepts and areas of their specific discipline. The selection of the content for the curriculum, as well as the level and depth at which concepts should be taught feature in such discussions. Science educators are engaged in educational research {\textendash} advancing pedagogical knowledge in science. They started about thirty years ago to see science education from a different perspective, that of the process of learning. Their attention was focused not on the curriculum but on the student. Another change was the fact that such studies are not theoretical but are carried out by means of experimental (empirical) investigations. As with research in science, characteristics of educational research are that it is theory based, it is data based, and it produces generalisable results.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284646.pdf},
	author = {Georgios Tsaparlis}
}
@article {84,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Editorial},
	chapter = {4},
	abstract = {The Journal of Baltic Science Education (JBSE) is a relatively new journal in the field of science education. Nevertheless it has already had a strong position amongst the other journals of that area. This high quality scholarly journal seems to be a bridge between the Eastern pedagogy and the Western education. In addition it revives the old educational tradition of the Baltic countries and Scandinavia. The papers from the other parts of Europe are also welcome.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049108.pdf},
	author = {Borislav V. Toshev}
}
@article {97,
	title = {THE EFFECT OF THE {\textquotedblleft}HYBRID MODEL{\textquotedblright} ON THE 7th AND 8th YEAR TURKISH STUDENTS{\textquoteright} SUCCESS RELATED TO THE CHEMISTRY SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {35-45},
	abstract = {Web Based Learning Model provides various opportunities for students to study individually without time and space limitations and makes positive effects on students{\textquoteright} learning and success. However, totally on-line courses have some limitations. To overcome these limitations, educational experts offer a mixture of traditional and on-line education together, called the hybrid model which can be superior to both traditional classes and totally on-line courses in terms of students{\textquoteright} success.
In this study, the effects of the {\textquotedblleft}Hybrid Model{\textquotedblright} on the students{\textquoteright} success related to chemistry subjects in the primary school 7th, 8th year science teaching program, in Turkey, by mixing two hours traditional teaching followed by a one hour on-line application by using a web page specifically designed for this study.
As a result of this study it was found out that the hybrid model, when compared to the traditional learning method, has created positive effects on students{\textquoteright} knowledge gain and success. },
	keywords = {chemistry, hybrid model, knowledge scale, success, web-based learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284991.pdf},
	author = {Cengiz Tuysuz and Husamettin Akcay and Halil Aydin}
}
@article {937,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {82},
	abstract = {End page, Vol. 4, No. 2, 2005},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609079051.pdf},
	author = {Editorial Board}
}
@article {940,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	pages = {Continuous},
	type = {Other},
	chapter = {88},
	abstract = {End page, JBSE, Vol. 4, No.1, 2005},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1609083284.pdf},
	author = {Editorial Board}
}
@article {94,
	title = {AN EVALUATION OF BOTSWANA SENIOR SECONDARY SCHOOL CHEMISTRY SYLLABUS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {5-14},
	abstract = {The study aimed at evaluating the worth of the recently introduced chemistry syllabus in Botswana. Using a multi-faceted approach, data were collected from Botswana senior secondary school chemistry students, their teachers and pre-service chemistry teachers in the country.  It was found that there exists a good link between the new syllabus and Junior Certificate (JC) science syllabus. In addition, it was found that the students viewed the modules on stoichiometry and carbon chemistry among others problematic. The students{\textquoteright} views were corroborated, to a large extent, by their teachers{\textquoteright}. Deriving from the findings of the study, it was recommended, among other things, that an extra lesson slot per week be allocated to chemistry and that the teaching load of chemistry teachers be reduced.},
	keywords = {chemistry syllabus, chemistry teachers, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284752.pdf},
	author = {Isaac Seetso and Adediran Taiwo}
}
@article {88,
	title = {EXPERIENCES AND THEIR ROLE IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {31-39},
	abstract = {This study focuses what role re-actualized experiences may have in a school science setting. Observations were done in two Swedish schools with emphasis on teacher centred lessons. Data consist of field notes, recordings and documents. Two major themes of the results can be highlighted. First, the teachers{\textquoteright} and pupils{\textquoteright} mutual interest in pupils{\textquoteright} re-actualized experiences. Second, the limited elaboration of those. These issues are discussed due to teachers{\textquoteright} work with different purposes. We call that teachers{\textquoteright} orchestration of multiple agendas in science education. Re-actualized experiences appear to become means for motivating pupils in their work with different tasks in order to make them cope.
    The results of this study indicate a difference, compared to what Bergqvist (1990) reports on students posing questions. Here the immediate concern neither seemed to be inductive learning nor to find any correct answers, as in Bergqvist{\textquoteright}s study. Instead the task including writing questions and formulation of so called hypotheses promoted the re-actualization of experiences. The task connects the classroom activity to pupils{\textquoteright} previous experiences. The ways of dealing with re-actualized experiences seem to have been appropriated in a way that a limited elaboration has become sufficient. Expressed in other words, we could say that an agenda concerning time and the progress of lessons towards other content areas, sometimes become crucial. In other cases an agenda of considering safety becomes crucial. Although time seem to be at stake, it has to be stressed that re-actualized experiences might become relevant in a not necessarily expected way.},
	keywords = {experience, learning science, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049603.pdf},
	author = {Mattias Lundin and Mats Lindahl}
}
@article {91,
	title = {FINDING POSSIBILITIES TO IMPROVE SCIENCE EDUCATION    IN HIGH SCHOOL AND GYMNASIUM},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {63-69},
	abstract = {Scientific knowledge, skills and attitudes are cultural products of great intellectual power and beauty. The future of science education and scientific literacy of youngsters is determined by the educational policy of the country, moreover, it also depends on teachers working at schools and universities. The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse corresponding educational problems particularly in Latvia.
     The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse some corresponding educational problems particularly in Latvia. Particular attention has been paid to the following components of contemporary educational process: developing student{\textquoteright}s thinking skills, they skills to make connections to a known material and to real life situations.
     The author was found out that only 35\% of science teachers are paying attention to a process of organizing study process, about 40\% of science teachers become a source of knowledge to their students.
     It was stated that not much attention has been paid to interdisciplinary themes and problems, not much attention has been paid to designing positive social environment and building student{\textquoteright}s value system.
     Science teachers need to recognize that they educate students to be able to develop their skills, attitudes and awareness as members of the society through a context of science.},
	keywords = {constructive approach, educational process, science, scientific literacy, teaching-learning strategies},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049981.pdf},
	author = {Lolita Jon{\={a}}ne}
}
@article {86,
	title = {HIGH SCHOOL STUDENTS{\textquoteright} AND TRAINEE SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF OZONE LAYER DEPLETION},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {12-21},
	abstract = {The focus of this study was to identify and describe misconceptions held by pre-service science teachers and high school students regarding the ozone layer depletion. The views of the participants were investigated using a closed-form questionnaire. The analysis of the survey data indicates that many high school students and pre-service science teachers possess an array of erroneous ideas about the ozone layer damage, its causes and consequences. For a better teaching of environmental issues, this study provides some implications for both teachers and researchers of science education.
       It is clearly important that teachers themselves do not, unwittingly, perpetuate erroneous ideas and it might be argued that major large-scale environmental issues should be addressed during the training of teachers. As the literatures have shown, such environmental issues also provide examples of the potential importance of children{\textquoteright}s preconceptions, perhaps constructed from out-of-school sources, in the learning process. Global environmental problems might provide a further dimension, namely abstract issues about which information has been received from the media and other informal sources. Thus, by including this as an element of {\textquotedblleft}children{\textquoteright}s learning{\textquotedblright}, it should be possible to emphasize the difference in the causes and consequences of different global problems without a specific addition to curriculum load (Boyes et al., 1995), for example, a foreign language education class can explore ozone layer depletion and the means to alleviate this problem on a student{\textquoteright}s daily life.  From the results of this study, it is obvious that global environmental problems should be more formally embedded in to the curricula of both trainee teachers and their students.},
	keywords = {high school students, misconceptions, ozone layer, pre-service teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049405.pdf},
	author = {Feyzi Osman Pekel}
}
@article {95,
	title = {IMPROVING METHODOLOGY OF DEMONSTRATION EXPERIMENTS FOR DEVELOPMENT OF PUPILS{\textquoteright} KNOWLEDGE, COMPREHENSION AND SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {15-25},
	abstract = {The article offers a model including ideas from psychological-pedagogical theories, which explain how pupils acquire knowledge and which allow a teacher to see the possibilities of applying demonstration experiments within the framework of these theories. There is described the procedure of the carried out pedagogical experiment, put forward the criteria for acquisition of physics and development of learning skills as well as evaluated the effectiveness of the created demonstration experiments model. The model mentioned above envisages more effective acquisition of physical knowledge and skills, deeper understanding of mechanics content and development of learning skills, which is expressed in the quality of knowledge.},
	keywords = {chemistry syllabus, chemistry teachers, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284833.pdf},
	author = {Janis Dzerviniks}
}
@article {101,
	title = {NATURE SCIENCE NOT ONLY FOR SCIENTISTS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Review article},
	chapter = {81},
	abstract = {During the last decades interest in humanities has dominated the social sciences. As a result, natural science has been neglected, in spite of it being critical to the understanding of the causation of all the disasters occurring in different parts of the world. It is becoming more difficult to select students in science study programmes because there are fewer opportunities for such students due to the economics of globalization trends.
{\textquotedblleft}Natural science only for scientists!{\textquotedblright} is the common view of the society. Opinion polls reveal little interest in chemistry, physics and biology. On the other hand, other viewpoints in public debates point out the importance of natural science studies in national curricula, since it is already part and parcel of general education. Also, many students are eager to take it up as an optional course.
Professor Svein Sj{\o}berg from the Oslo University (Norway), the well-known contemporary specialist in science didactics, is an ardent supporter of this viewpoint. His recently published book Naturfag som allmenndannelse: En kritisk fagdidaktikk [Natural Science as General Education: a Critical Didactic] has been reissued not only in Norway (Gyldendal Akademisk, 2004), but also published in Sweden (Studentlitteratur, 2000) as well as reissued by Studentlitteratur in 2005. In early 2005, a translation of this book appeared in Denmark (Klim, 2005) during the 8th Nordic Symposium Nature Science at School.
What is the driving interest for this book being republished several times? It is most likely due to the author{\textquoteright}s thorough insight into natural sciences. Being a physicist, he considers science from the social and intercultural aspects. Prof. S. Sj{\o}berg has given four arguments for the necessity of natural science studies in the curriculum of secondary schools: economics, democracy, culture and usefulness.
The author examines the concept of Scientific Literacy through scientific illiteracy and the interdisciplinary link between nature studies and technology. Also, gender differences are analysed from the natural science point of view. These issues relate to science didactics and the author bridges the gap with pedagogic principles.
Each issue addresses specific local problems for each particular country. The latest editions contain a chapter about the author{\textquoteright}s own Project ROSE (The Relevance of Science Education) and survey results from Norway, Denmark and Sweden. Up to now such results were published mainly in various conference proceedings. We highly appreciate the chapters now available for larger audiences.
Science didactics specialists like Poul V. Thomson and Henrik Busch (Denmark), Helge Str{\"o}mdahl, Anders Jidesj{\"o} and Magnus Oscarsson (Sweden) assisted in compiling chapters on Danish and Swedish issues.
The author admits that his goal was to assess natural science and culture critically, emphasizing its uniqueness and peculiarities and its importance in schools and society. He also wished to start a debate on the role of natural science in general education and, at the same time, to motivate students and teachers alike.
In my opinion the author has achieved his aims, although, individuals may choose to differ. I hope that the book will be translated in the other major European languages: English, German, French, or perhaps even in Russian or one of the Baltic languages?},
	keywords = {baltic languages, european languages, humanities, social sciences},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2020/987-1579196557.pdf},
	author = {Janis Gedrovics}
}
@article {92,
	title = {THE OPINIONS OF PHYSICS TEACHERS ON THE NATURE OF THE CONTENT OF PHYSICS SENIOR SECONDARY SYLLABI AND RESOURCES},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {70-83},
	abstract = {The purpose of this study was to find out the opinions of physics teachers on the nature of BGCSE physics syllabi in Single Science, Double Science and Pure Science in the areas of their: (i) content (ii) objectives (iii) teaching methods (iv) differentiation teaching (v) assessment (vi) teaching orientation (viii) availability of computers (ix) student projects (x) laboratory facilities (xi) duration of the programme and (xii) laboratory assistants. A 38-item open-ended questionnaire was completed by 22 senior secondary school physics teachers. The results showed the need to revise the content, and assessment practices and those teachers were trying to promote learner-centered approach, even though they were faced with problems.
     The study suggests the reduction of physics topics and objectives in each of the three physics syllabi. The two-year duration of the programme should be increased to three years to ensure that the content is covered adequately. The students should be placed into Pure, Double and Single Science on the basis of their performance in Form 3 examinations. Most physics teachers considered it realistic to expect students to acquire the four process skills of: (i) using and organizing techniques, apparatus and materials, (ii) observing, measuring and recording, (iii) handling experimental observations and data and (iv) planning investigations in two years. The commonly employed teaching methods included class discussion, group discussion and class presentation, practical work (individual/group), questioning (question/answer), assignment (class and home work), and worksheet-guidelines for performing experiments. Some physics teachers favoured the assessment system in which students{\textquoteright} final course grade is based on the ratio of 20\% continuous assessment to 80\% final examinations. Though most physics teachers are computer literate, their departments are not adequately equipped with functional computers for use in word processing and record keeping. Most physics teachers were of the opinion that it was possible for students to do projects in two years. Most physics teachers said that their physics laboratories were inadequately equipped with facilities to enable students to carry out individual practical work. They lacked trained technicians to assist teachers in setting up and running practical sessions.},
	keywords = {the content of physics syllabi and resources},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481050100.pdf},
	author = {Cephas David Yandila and Magdeline Patience Nkumba and Mokaruvapa Kazoozu}
}
@article {85,
	title = {PHYSICS LEARNING WITH EXPLORATORY TALKS DURING A MINI-PROJECT - A CASE STUDY OF FOUR GIRLS WORKING WITH ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {5-11},
	abstract = {During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students{\textquoteright} ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.

Ownership of learning includes factors that connect the students{\textquoteright} learning process to the students{\textquoteright} learning environment. In this meaning the ownership is an aspect of student influence. With further cases the conceptual relations between ownership, motivation and learning hopefully can be further developed and clarified. In this small group work in physics the students  have got possibility for ownership from the instructional design, and two individual have ownership by their possibility to relate to earlier experiences and anomalies of understanding. Their unique question gives them high motivation, and help them to enhance and develop their understanding of the concepts resistance and current by exploratory talks and reflective thinking. They find their old view of resistance to be misleading, and develop a new view where resistance is connected to the current speed (as amount of charges passing per second), a view closer to scientific thinking.},
	keywords = {conceptual change, electric circuits, motivation, physics teaching, students{\textquoteright} ownership of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049284.pdf},
	author = {Margareta Enghag and Hans Niedderer}
}
@article {96,
	title = {PUPILS{\textquoteright} MENTAL MODELS OF A PULLEY IN BALANCE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {26-34},
	abstract = {Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in equilibrium. In all the three age groups the majority (about 70\%) of the pupils stated that the lower hanging bag is heavier. Less than 15\% of the pupils in the 7th and 9th grades understood that the bodies must have the same weight. Pupils{\textquoteright} reasoning was classified into four categories that were interpreted as mental models according to Vosniadou{\textquoteright}s framework theory. Only about 5\% of the seventh graders and 10\% of the ninth graders seem to grasp the scientific model Motion that leads to the concept of gravity.},
	keywords = {conceptual change, mental model, physics education, secondary school, weight},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284915.pdf},
	author = {Olavi Hakkarainen and Maija Ahtee}
}
@article {87,
	title = {THE STUDENT VOICE IN SCIENCE EDUCATION: RESEARCH AND ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {22-30},
	abstract = {The article reviews a range of national and international studies concerned with students{\textquoteright} views about science and their school science education. It suggests that such views have gained some prominence in recent years and comments why this is so. It examines the implications of some of the research findings for policy makers, curriculum developers and science teachers. It concludes that, while the outcomes of specific research studies are always interesting, such outcomes may prove to be of most use in helping to develop more general strategies for increasing student motivation, commitment and attainment.
    Given the methodological diversity among the various studies of student opinion about their school science education, it is perhaps somewhat surprising that many of the findings are consistent across a number of different education systems and cultures. For example, physics seems an unpopular subject with girls in most countries and a number of other gender differences in students{\textquoteright} responses are prevalent. It is also the case that many students would like to see more attention given in their school science education to contemporary and controversial issues in science that relate to their everyday experiences. {\textquoteleft}Many{\textquoteright} however, is not all and most surveys reveal a significant but important minority of students who either have no strong opinion upon, or take a contrary view about, a number of issues such as the alleged difficulty of school science or the inclusion of socio-scientific issues within the school science curriculum. For example, in the Student Review of the Science Curriculum in England, referred to above, 29 per cent of the students (n = 1,471) {\textquotedblleft}didn{\textquoteright}t mind{\textquotedblright} whether or not controversial issues were included in school science and 55 per cent said that their experience of primary schools had had no effect on their attitudes towards science (Planet Science  et al., 2003).},
	keywords = {science education, student motivation},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049507.pdf},
	author = {Edgar W. Jenkins}
}
@article {90,
	title = {STUDYING STUDENTS{\textquoteright} UNDERSTANDING OF THE INTERPLAY BETWEEN THE MICROSCOPIC AND THE MACROSCOPIC DESCRIPTIONS IN CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {51-62},
	abstract = {The perception of the distinction and interplay between concepts and models pertaining to the description of the microscopic level and those pertaining to the description of the macroscopic level is a key feature largely determining conceptual understanding in chemistry. Information about the extent and clarity of such perception can therefore be valuable for the design and optimisation of approaches to the presentation of basic and general chemistry material. The paper presents the outcomes of an investigation in this regard, performed by subsequently administering three specifically designed questionnaires to a group of first year students taking a general chemistry course. The discussion considers both the conceptual and the practical relevance of the issue and extends to inferences for classroom work and for the general approaches to chemistry teaching.
     The study presented here was diagnostic in character, with specific focus on students{\textquoteright} beliefs and perceptions about the distinction and interplay of the two levels of description in chemistry. Since the two levels and their interplay are an integral part of the entire body of chemistry, the questionnaires utilised covered a considerable proportion of the content of a general chemistry course. The results enable the inference that the design of the questionnaires was apt for the objectives of the study. A comparison between the study at NUL and the study in the Italian context highlights the relevance of the second and third questionnaires for the information to be more complete and detailed. The quick survey carried out in 1998 highlighted the relevance of the second questionnaire to complement the information of the first one {\textendash} the comparison with the first survey showed that the examples chosen by the students filling the second questionnaire enabled a deeper insight into their {\textquotedblleft}practical{\textquotedblright} views and their perceptions not only of the individual entries, but of the issue as a whole.  },
	keywords = {general chemistry courses, macroscopic description, microscopic description},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049883.pdf},
	author = {Liliana Mammino and Liberato Cardellini}
}
@article {98,
	title = {UNDERSTANDING THE PHOTON CONCEPT AND THE QUANTUM NATURE OF LIGHT: A CASE STUDY OF LEARNING DURING AN INSTRUCTIONAL UNIT DESIGNED FOR STUDENT TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {46-54},
	abstract = {Many teachers in upper secondary school find that teaching about the quantum nature of light and the photon concept is a demanding and difficult task, and that the university level instruction gives little if any support to overcome these difficulties. An instructional unit, which uses classical analogies in supporting the formation of new concepts and ideas, has been developed in order to help student teachers to acquire better qualitative understanding about the quantum nature of light and the photon concept. It is shown, that by using this approach, good learning results are obtained and student teachers develop physically sound conceptions of the quantum nature of light and the photon concept.},
	keywords = {history of physics, modern physics, teacher education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285067.pdf},
	author = {Ismo T. Koponen and Matti H. Heikkinen}
}
@article {73,
	title = {APPLICATION OF A QUESTIONNAIRE TO DESCRIBE TEACHER COMMUNICATION BEHAVIOUR AND ITS ASSOCIATION WITH STUDENTS IN SCIENCE IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {15-21},
	abstract = {Teachers contribute enormously to a positive social climate at science classes, particularly through their communication with students.  In the study described in this article, a questionnaire (The Teacher Communication Behaviour Questionnaire (TCBQ)) developed by She and Fisher (2000) was applied. TCBQ can be used to assess students{\textquoteright} perceptions of science teachers{\textquoteright} interpersonal communication behaviours in their classroom learning environments. TCBQ has five scales: Challenging, Encouragement and Praise, Non-Verbal Support, Understanding and Friendly, and Controlling. The TCBQ was applied with a large sample of secondary science students in Turkey. Girls perceived their teachers as more understanding and friendly, encouragement and praise than did boys, and teachers in biological and chemistry science classrooms exhibited more favourable behaviour toward their students than did those in physical science classrooms.
This study can suggest some implications for practice, personnel development, and research. TCBQ can be applied for observing teachers and classifying them. Also, this questionnaire provides training in sensitivity to average and controlling teachers and less redirective and more elaborative to increase the overall quality of the classroom environment and to increase the percentage of student engaged. Teachers can use this supplement to promote an atmosphere of positive interaction in their science classrooms and improve student learning.},
	keywords = {sex differences, students{\textquoteright} perceptions, subject differences, teacher communication},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420157.pdf},
	author = {Esra {\"O}zay and Ercan Kaya and Fatih Sezek}
}
@article {76,
	title = {ASSESMENT OF THE ENVIRONMENTAL ASPECT IN A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOLS OF LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {43-51},
	abstract = {Pedagogic investigation, situation study and analysis are presented on one aspect of the previously developed teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright}. The attitude of 600 Latvian students of the 8th and 9th grades towards environmental education, their understanding about particular environmental problems and their place in chemistry teaching and learning content are evaluated in the paper. Comparative research was done resulting in the assessment of the increase in   the comprehension of environmental problems of those students who have participated in the approbation of the teaching/learning model.
Situation analysis before the approbation of our teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright} (Bartusevi{\v c}a, Cedere, 2004) confirms insufficient comprehension of environmental issues and problems among respondents in the 8th and 9th grades in schools of Latvia.
The developed approach {\textendash} teaching/learning model considering three mutually joint aspects (society, nature, and technology) is proved in practice. Students{\textquoteright} comprehension about chemistry increased during the pedagogic experiment. The test results have shown that students{\textquoteright} acquisition level has increased by 38.4\% in the 8th{\textendash}9th grades (during two school years), and by 26.8\% in the 9th grades (during one school year).

Approbation results validate the following approaches:

	
considerably increased proportion of applied chemistry in chemistry curriculum;
	
environmentally friendly laboratory exercises in chemistry classes;
	
methods that stimulate thinking and emphasize the significance of chemistry in everyday life.},
	keywords = {basic school, chemistry education, environmental education, teaching/learning model},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420477.pdf},
	author = {Aira Bartusevi{\v c}a and Dagnija Cedere and Rudite Andersone}
}
@article {942,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {October/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 3, No. 2, 2004},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610295525.pdf},
	author = {Editorial Board}
}
@article {945,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 3, No. 1, 2004},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610375202.pdf},
	author = {Editorial Board}
}
@article {941,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {October/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 3, No. 2, 2004},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610295478.pdf},
	author = {Editorial Board}
}
@article {944,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 3, No. 1, 2004},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610375155.pdf},
	author = {Editorial Board}
}
@article {63,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Editorial},
	chapter = {4},
	abstract = {This is the fifth number of Journal of Baltic Science Education and it marks the beginning of the third year of its publication. We have been planning to publish two numbers this year, as we have always been doing before. The editorial board is expecting  the journal to become increasingly interesting, multidimensional and helpful to all of its readers: researchers, students, teachers, and graduate students.
A two-year experience has proved relevance of the journal. 27 scientific works have been published. In addition, it not only offers scientists from Baltic States the possibility to present their researches and ideas but also helps to make contacts with researchers in other countries. The journal is open from this point of view, and we expect a lively interest from the scientific community. It is worth mentioning here that the journal has been included in the EBSCO database and is now available to all of its readers. Similarly, it has been included in the special list of quotable international publications by Latvian Science Academy which has certified to its scientific significance.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419090.pdf},
	author = {Janis Gedrovics}
}
@article {71,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Editorial},
	chapter = {4},
	abstract = {This the sixth number of Journal Baltic  Science Education presenting eight articles (Geography and biology and teacher education in Finland /Eila Jeronen/,  Application of a questionnaire to describe teacher communication behaviour and its association with students in science in Turkey /Esra {\"O}zay, Ercan Kaya, Fatih Sezek/, Science teaching and the school - when concepts meet context /Jan Schoultz, Glenn Hultman/,  The role of researchers in the implementation of educational  policies: the finnish luma  programme (1996-2002) as a case study /Jari Lavonen, Veijo Meisalo, Kalle Juuti/, Assesment of the environmental aspect in a
contemporary teaching/learning model of chemistry in basic schools of Latvia /Aira Bartusevi{\v c}a, Dagnija Cedere, Rudite Andersone/,  The students{\textquoteright} perceptions: essay versus multiple-choice type exams /Dogan Tozoglu, Musavver D. Tozoglu, Ahmet Gurses, Cetin Dogar/, Ecocentric worldwiew paradigm: the reconstruction of consciousness /Rasa Hage, Alona Rauckiene/, The
influence of STL teaching and science teachers{\textquoteright} teamwork on change of students{\textquoteright} creativity /Anne Laius, Miia Rannikm{\"a}e/). All articles are  very interesting and are useful those for all interesting in questions of natural science education.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419937.pdf},
	author = {Valery Solomin}
}
@article {66,
	title = {DEVELOPMENT OF CONCEPTIONS OF STUDENT TEACHERS IN INITIAL TEACHER EDUCATION IN BIOLOGY AND GEOGRAPHY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {24-33},
	abstract = {The article aims to interpret professional development of teachers, focusing specifically on the development of professional conceptions of student teachers in an Initial Teacher Education during their final school practice period in Biology and Geography. The study is a qualitative case study. The resultant data is based on reflective diaries and teaching practice reports written by the student teachers, and on recordings and videotapes from supervision meetings and lessons. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, their awareness of themselves as teachers and of teaching of Biology and Geography developed. At the beginning, they reflected their status, whereas at the end they considered the work of a teacher as a whole and what kind of teachers they want to be.

            Context and values issues should be stressed more, both in initial and In-service education. This is important because teachers should be able to observe and value environmental and human rights problems. They should be willing to construct connections, not only with parents, but also with society. Initial teacher education and In-service education should be linked to each other. The teacher educators should participate in professional In-service education more than they currently do. Based on collaborative research and development projects between teachers and teacher educators, it would be possible to create a strong and prestigious professional teacher culture, basing on shared expertise and responsibility, and continuously developing theory.},
	keywords = {professional conceptions, professional development, reflection, school practice, strategies of student teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419388.pdf},
	author = {Eila Jeronen}
}
@article {78,
	title = {ECOCENTRIC WORLDVIEW PARADIGM: THE  RECONSTRUCTION OF CONSCIOUSNESS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {60-68},
	abstract = {The aim of the article is to analyse the kind of knowledge, values and activity changes of the ecological consciousness toward ecocentric ideas, to explain a new ecocentric worldview paradigm which has to be the main view in the modern education philosophy and theory and  to motivate the importance of a reconstruction of ecological consciousness in contemporary education. Ecological consciousness is described as {\textquotedblleft}new rationality, real wisdom and knowledge of real human{\textquotedblright} that means the perception of ecological {\textquotedblleft}me{\textquotedblright}. It is stated that ecology crisis is the one of thinking where the solution is the normalization of man and nature{\textquoteright}s relations and is possible only with the reconstruction of consciousness. The ecology crisis lays the basements of antropocentristic consciousness. If we want to change our relations with nature, we should reconstruct our consciousness. The basis of the ecocentric consciousness is the values of holistic philosophy and humanistic psychology. The methods used are comparative analysis, analytic induction and deduction.
The ecology crisis lays the basements of antropocentristic consciousness. If we want to change our relations with nature, we should reconstruct our consciousness. The basis of the ecocentric consciousness is the value of holistic philosophy and humanistic psychology and the fundamental ecological principles including strength in diversity;  continuous movement and fluctuations;  energy flows, cycles, and undulations; countless forms of partnership; co-evolution through the processes of creation and mutual adaptation; the tensile dynamic between the assertive and integrative tendencies of any organism, sub-group, or sub-system.
The main goal of education is to formulate new goals, principles, objectives and practice that could reconstruct or educate consciousness to a new level. Holistic education, particularly biocentric global education containing such features as interdisciplinarity and integrated knowledge, individuality and appreciation of a student like a human, the participation of all institutions in the process of education, morality and ecologic methods of learning is a start of the fundamental changes of worldview in science, society and education.},
	keywords = {biocentric global education, ecocentric values, ecological and environmental education, ecological ecocentric consciousness, ecology crisis, holism, reconstruction},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420726.pdf},
	author = {Rasa Hage and Alona Rauckiene}
}
@article {946,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {72},
	abstract = {End page, JBSE, Vol. 3, No. 1, 2004},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610375262.pdf},
	author = {Editorial Board}
}
@article {943,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {October/2004},
	pages = {Continuous},
	type = {Other},
	chapter = {80},
	abstract = {End page, JBSE, Vol. 3, No. 2, 2004},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610295585.pdf},
	author = {Editorial Board}
}
@article {69,
	title = {FORMATION OF A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {49-57},
	abstract = {A new contemporary teaching/learning model of chemistry in basic school in Latvia is proposed and discussed in the paper. Society{\textquoteright}s needs, contemporary demands and sustainable development are driving forces of the model. A meaningful mode of chemical thinking, a careful and understanding attitude towards environmental processes, and skills and attitudes useful for practical life result from the application of the mentioned model. The model, together with accompanying didactical material {\textendash} student{\textquoteright}s laboratory workbook, teacher{\textquoteright}s guide and students{\textquoteright} worksheets, was tested in several basic schools of Latvia.
Developed teaching/learning model of chemistry at basic school allows:

{\textperiodcentered}        Introduction the student into the unified understanding of intellectual, natural, and material values.

{\textperiodcentered}        Demonstration of the student-centered approach in the teaching process of chemistry as the most effective system of pedagogical method in Latvia at the present time.

{\textperiodcentered}        Implementation qualitative changes in curriculum, proving the significance of applied chemistry and applied skills as useful for human{\textquoteright}s practical life.},
	keywords = {basic school, chemical education, teaching/learning model},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419622.pdf},
	author = {Aira Bartusevi{\v c}a and Dagnija Cedere}
}
@article {72,
	title = {GEOGRAPHY AND BIOLOGY AND TEACHER EDUCATION IN FINLAND},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {5-14},
	abstract = {Since 1990 the Finnish society, the school system and the teacher education have strongly changed. The aim of the article is to discuss what kind geographical and biological teacher education has been and how it is nowadays in the University of Oulu. The study reported here is a qualitative case study. The resultant data is based on reflective diaries written by 74 student teachers in 1998-2003. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, the programme of the geographical and biological teacher education in the University of Oulu creates a good basement for the development of teacher identity and for acting as a teacher.
The most of the reflections in study diaries concerned the subject education. This is understandable for the student teachers wrote their thoughts about modules in connection of subject education. Based on the study diaries of the geographical and biological student teachers, there seems to be a gap between theory and practice, especially between the educational sciences and the other parts of the pedagogical studies. The bridges both between educational sciences and subject education and subject education and the school practice seem to be quite strong. The educational sciences form the theoretical framework for the wholeness of the pedagogical studies. Therefore it is natural that it is more theoretical than the subject education and school practice are. However, we must try to find ways to link the educational studies more tightly to the other parts of the pedagogical studies. Otherwise there is a danger that student teachers reject the theory as a base of their profession.},
	keywords = {biology, education process, geography, integration, school practice, subject didactics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420043.pdf},
	author = {Eila Jeronen}
}
@article {79,
	title = {THE INFLUENCE OF STL TEACHING AND SCIENCE TEACHERS{\textquoteright} TEAMWORK ON CHANGE OF STUDENTS{\textquoteright} CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {69-75},
	abstract = {For any paradigm change, and certainly for reflecting on STL (scientific and technological literacy) ideas, it is essential for teachers to be involved in professional development. One form of professional development that was used to promote STL teaching was to guide teachers, through workshops, to create their own teaching materials, based on the STL philosophy. The current research was carried out during the 2002 school year with teachers of science subjects and their 9th grade students in different Estonian schools. The experimental schools were divided into three groups (3 schools per each): in Group 1, one teacher participated, in Group 2 two teachers participated and in Group 3 three teachers participated in the courses and taught the same students, at the same time, in different science classes. 
The experimental teachers enrolled in the 8-month STL teaching intervention study and in the course of that their students were exposed to an 8-week STL teaching module. The results of creativity tests, undertaken before and after the intervention study, showed, that the students{\textquoteright} creativity mean changes during the 8-week STL teaching module, depended upon the number of teachers. Of importance is that the collaboration of two or three teachers can significantly more increase the creativity f students {\textendash} a further aim of the STL teaching approach.},
	keywords = {collaboration of teachers, creativity, STL teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420852.pdf},
	author = {Anne Laius and Miia Rannikm{\"a}e}
}
@article {75,
	title = {THE ROLE OF RESEARCHERS IN THE IMPLEMENTATION OF EDUCATIONAL POLICIES: THE FINNISH LUMA PROGRAMME (1996-2002) AS A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {34-42},
	abstract = {The Finnish LUMA Joint National Action (1996{\textendash}2002) and related action, organised by the National Board of Education are introduced in general. A number of professional development projects for science teachers have been run through the Department of Applied Sciences of Education at the University of Helsinki in the context of the LUMA programme. Properties that made these projects successful are discussed and compared to previous research on how educational innovations are adopted for general use. 
Based on the official LUMA evaluation and our experiences in the PD-projects, some conclusions may be drawn. It is important that enough time be allocated for co-planning the whole project and each phase of the project. Teachers{\textquoteright} beliefs, current practices (teaching or learning methods used), and open questions should be identified and discussed during the goal-setting process of the PD-project. Meetings or training situations should be designed together with the teachers and organised in interesting places, such as factories or other places of work where principles can be demonstrated in a practical way. Moreover, the project itself should be run long-term.},
	keywords = {adoption of educational innovations, educational policy, in-service training of science teachers},
	issn = {1648-3898},
	author = {Jari Lavonen and Veijo Meisalo and Kalle Juuti}
}
@article {70,
	title = {SCHOOLCHILDREN{\textquoteleft}S EXPRESSION OF ABILITIES IN THE PROCESS OF COMPLETING THE ASSIGNMENTS OF PHYSICS: A DIDACTIC ASPECT},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {58-67},
	abstract = {Research seeks to establish comprehensive school graduates{\textquoteleft} abilities to complete drills (knowledge and comprehension) and problem solving assignments (knowledge application) on physics. In 2000 {\textendash} 2003, following the indexes confirmed by the exam centre, the tasks of the national A-level exams were grouped into arduous, hard, optimal, easy and very easy. The assignments of each of the groups were classified into drills and questions to be solved. It has been discovered that none of the groups of difficulty of the assignments of physics has ever statistically approved a deviation of relative frequency. Thus, when completing drills and problem solving assignments of physics a deviation of schoolchildren{\textquoteleft}s abilities is also statistically invalidated.

The assessment of tasks agreeably to resolution of an assignment indicates that more problem solving assignments than drills of physics are included into the groups of the tasks of a proper and very proper resolution. A statistically approved deviation of relative frequency of drills and problem solving assignments of physics that can be found in the groups of a proper and very proper resolution reveals that the learners whose abilities in completing problem solving assignments are more outstanding better cope with all tasks of the national A-level exams in physics.},
	keywords = {didactic assignments, natural science education, physics teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419688.pdf},
	author = {Palmira Pe{\v c}iuliauskiene and Alfonsas Rimeika}
}
@article {74,
	title = {SCIENCE TEACHING AND THE SCHOOL - WHEN CONCEPTS MEET CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {22-33},
	abstract = {With this paper we want to discuss possibilities and problems for pupils to learn science. Ex-ploratory studies have been carried in science classrooms. The science lesson exists in a context of its own but classroom interaction re-veals parallel discourses and many research studies show that pupils have great difficulties to move from an eve-ryday discourse into a science discourse and to acquire the spe-cial language of science and the special ways of seeing the world.
Learning and progress in science mean that you acquire concepts and knowledge, which have been developed during a long period of time in cultures with specific terms and rules. In this perspective learning can be regarded as the individual increasing his/her familiarity with the area of knowledge. This is a slow and de-manding process for the learner. But in a science classroom with 30 pupils and one teacher this is rather problematic. The teacher has not time to help every student to go further into the science {\textquotedblleft}arena{\textquotedblright}. For many pupils the experimental work ends up with the fact that the pupils learn the method and how to handle the material but get no opportunity learn more science.
In conclusion we must say that the result of the work in the science classroom depends on the combina-tion of pupils, teachers and materials. The pupil, the teacher and the material are not components, which can be described separately. They are variables, which affect each other and at the same time form a whole, which is affected by the surrounding milieu.},
	keywords = {concepts, culture of school science, experimental work, school science project, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420270.pdf},
	author = {Jan Schoultz and Glenn Hultman}
}
@article {65,
	title = {SENIOR PUPILS{\textquoteright} VIEWS AND APPROACH TO NATURAL SCIENCE EDUCATION IN LITHUANIA AND LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {13-23},
	abstract = {The global tendency is obvious: interest in science is on the decrease, the number of pupils choosing university science curriculums has been constantly declining, and scientific knowledge in society (especially among young people) is inadequate. In our opinion, humanity verges on social cataclysms owing to inadequate natural science education as well as on insufficient and often improper knowledge of nature and human. Natural sciences give us most fundamental knowledge about the world of nature. Encouragement of young people{\textquoteright}s interest in science is the essential scientific problem. As educational paradigms are being altered we must search for new quality approaches to teaching chemistry and other science subjects.

The research, which involved 350 senior pupils from Latvia and 762 from Lithuania, analyzes present-day situation in natural science education. We tried to analyze the factors that cause the interest in natural sciences to decline: inadequate content of teaching, issues related to teachers{\textquoteleft} competence, general attitude of society to natural sciences etc.

Thus, we may conclude that:  

{\textperiodcentered}        the respondents positively evaluate natural science background, although their arguments differ. A part of them suppose that the knowledge acquired in basic school is sufficient. The others assume that natural science knowledge will not be necessary in the future. The pragmatic aspect is very clear. Quite a few pupils do not relate their future profession with natural sciences, and therefore believe that obtained information is fully enough;

{\textperiodcentered}        the respondents, obviously, are self-critical of already received natural science background at basic school. The role of a teacher, his/her competence and ability to engage pupils are highly relevant. An important point is to catch the moment when a pupils is {\textquotedblleft}misunderstanding something{\textquotedblright}. Systematically growing gaps of knowledge negatively influence a learner{\textquoteright}s approach to natural sciences in general. Then s/he is out of conceit, sees nothing important to learn, many things become uninteresting. A crucial aspect is a very small amount of practical, experimental works of natural history. An educational process of natural sciences is clearly theoretic. It should be stressed that natural sciences are mainly experimental. Therefore, experimentation has to be included into the educational process;

{\textperiodcentered}        the respondents{\textquoteright} approach to the future intentions is determined by public social-economic tendencies. Evidently, that rich life in the future is related to social, humanitarian and technological sciences.},
	keywords = {interest in science, natural science education, upper secondary school},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419315.pdf},
	author = {Vincentas Lamanauskas and Janis Gedrovics and Jekabs Raipulis}
}
@article {68,
	title = {SOCIAL SKILLS DEVELOPMENT THROUGH THE BASIC SCHOOL COURSE OF NATURAL SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {42-48},
	abstract = {One of the targets of natural sciences is the development of social skills of a student. The process involves a few important aspects such as education objectives (knowledge, social and learning skills, values), upbringing objectives, patterns of lessons, and needs of a student. Research shows that regarding the patterns of lessons different opinions exist between students and teachers. Currently, we are facing this problem. The documents of the European Union represent new views on the goals of education which also include the development of social skills.

* Latvia{\textquoteright}s Education Concept emphasises that the objective of the educational process is to offer an opportunity for each student to develop him/herself mentally and physically and to build a strong, free, responsible and creative personality. It should be realised that both a student and a teacher share their responsibility in the organization of the process of natural science studies. Taking into consideration the above mentioned information we can assume that the efficiency of natural science lessons increases if different forms of studying are introduced. The variety applied in practice allows students to acquire different types of relationship, to co-operate with their piers and to be responsible for their decisions and actions;

* Studying methods and the forms of their implementation including models and techniques are chosen to prepare for a natural science lesson. A choice depends on the didactic objective students{\textquoteright} level of readiness to study and on a teacher{\textquoteright}s background and knowledge. Didactic material for lessons demands an interchange of study forms as the changes in the content of studies demands study forms changes used to explore the topic. Educational objectives serve as the basis for using study forms.},
	keywords = {learning patterns, natural science education, social skills},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419550.pdf},
	author = {Rudite Andersone}
}
@article {77,
	title = {THE STUDENTS{\textquoteright} PERCEPTIONS: ESSAY VERSUS MULTIPLE-CHOICE TYPE EXAMS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {52-59},
	abstract = {The purpose of this study was to examine students{\textquoteright} perceptions toward essay versus multiple-choice exams. Fifty students from a science education department participated in this study. Overall student-rating data revealed that students showed significantly (p<0.001) more favorable attitudes towards multiple choice test format compared to essay type formats in terms of the most critical dimensions assessed. These findings suggest that student perceptions should be taken into consideration while planning and constructing classroom testing. Suggestions for future research and implications for having students{\textquoteright} perceptions are also discussed.
Students are the most affected by the educational testing. Therefore, teachers and measurement specialists should take into consideration of students{\textquoteright} attitudes and perceptions regarding test formats, because they are good sources of information about a test{\textquoteright}s face validity besides its content, construct, and predictive validity. It is important to have evidence for face validity of the tests developed by the teachers from the students{\textquoteright} critical perspectives. 
Feedback from the students on various components or facets of classroom tests is valuable source of information, because their perspectives affect test preparation behavior, student cooperation and test motivation during the exam, and influence the level of test performance and attainment on the exam (Zeidner, 1987). If students have a positive tendency toward a particular test format, the possibility of student cooperation, teacher-student rapport, and test motivation would be enhanced, while aversive emotional reactions and harmful motivational tempers would be lessened.     
Since students had strong preference for multiple choice over essay type formats in this study, teachers should pay attention and give careful consideration and weight to the multiple choice format, when they are initially planning a classroom test and deciding appropriated item format in a previously planned test. },
	keywords = {essay exams, multiple choice exams, test attitudes, test format},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482420585.pdf},
	author = {Dogan Tozoglu and Musavver D. Tozoglu and Ahmet Gurses and Cetin Dogar}
}
@article {67,
	title = {USING THE IEA TIMSS TESTS TO COMPARE PUPILS{\textquoteright} SCIENCE EDUCATION ACHIEVEMENTS AT REGIONAL AND SCHOOL LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {34-41},
	abstract = {The task of research was to find out if the TIMSS (Trends in Mathematics and Science Study) tests could be used to compare the average achievements of schools at regional level. All eight-formers of the Valmiera (Latvia) region participated in the investigation.

The study showed than on average, the achievements of the schoolchildren of the Valmiera region are more considerable than those at national level in general. Moreover, the representatives of the city site rather than the participants of the rural area were more successful in the Valmiera region as well as throughout the country. However, analysis indicates that some schools of the rural area have achieved impressive results while knowledge of a number of the learners of the city remains rather poor. The data is important to education leaders of the region because school situation and the results of this research can help to carry out the assessment of every school. The obtained information regarding pupils{\textquoteright} performance in each of the subject content groups is essential for schools. In general, we may consider that a parallel TIMSS study undertaken in one of the regions of Latvia has been very successful and education leaders, school principals and teachers of the area received valuable information.},
	keywords = {achievement, international comparative science study, science education, TIMSS},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419481.pdf},
	author = {Benita Bagata and Andrejs Geske and Rita Kiselova}
}
@article {64,
	title = {WHY CHOOSE PHYSICS {\textendash} IN NORWAY AND FINLAND ?},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {5-12},
	abstract = {Questionnaire data from Norway and Finland were compared to explore the factors that influence upper secondary school students{\textquoteright} choice of subjects (notably physics). Results indicate that personal and emotional factors (interest, abilities), but also practical factors (entrance requirements, usefulness) are keywords for students{\textquoteright} choice. Although both Finnish and Norwegian students claim to base their educational choice mainly on personal interest and ability, there is a tendency for Norwegians to be relatively more influenced by background and Finns to be more influenced by the educational system (teachers, entrance requirements). These differences are discussed in light of educational policy and sociological theory.

Thus, our recommendations based on this small study are:

{\textperiodcentered}      More attention should be given to educational choice guidance in secondary school {\textendash} probably particularly so in Norway. Physics in particular might profit from this, and physics teachers should take an active role as "ambassadors" for their subject.

{\textperiodcentered}      If recruitment is to be improved, physics needs to get away from the image of being difficult and work-intensive; probably also from the prevailing culture of the subject (which is likely to be even harder to change).

{\textperiodcentered}      Finally, there is a need for more research exploring the interaction between students{\textquoteright} socioeconomic background, their interest and performance in various school subjects (notably physics), and their actual educational choices.},
	keywords = {educational choices, educational policy, school physics},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419239.pdf},
	author = {Ellen K. Henriksen and Carl Angell and Jari Lavonen and Anders Isnes}
}
@article {951,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, Vol. 2, No. 1, 2003},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610461029.pdf},
	author = {Editorial Board}
}
@article {948,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {October/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Contents, JBSE, Vol. 2, No. 2, 2003},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610379747.pdf},
	author = {Editorial Board}
}
@article {950,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	pages = {Continuous},
	chapter = {1-2},
	abstract = {Cover, JBSE, Vol. 2, No. 1, 2003},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610460984.pdf},
	author = {Editorial Board}
}
@article {947,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {October/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, JBSE, Vol. 2, No. 2, 2003},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610379713.pdf},
	author = {Editorial Board}
}
@article {55,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Editorial},
	chapter = {4},
	abstract = {The first issue of our journal was published one year ago. Since that time the journal has become well known not only among the researchers and science educators in the Baltic States, but also in a number of other  European countries as well as overseas. Our journal was much in demand. There was a need to introduce new  achievements in science and technology education in this part of the world, and  to bring  new trends in science education closer to our readers. We are very happy for contributions outside of the Baltic region and welcome any continuous future collaboration.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610380628.pdf},
	author = {Miia Rannikm{\"a}e}
}
@article {57,
	title = {DEVELOPMENT OF LOGICAL THINKING IN SCIENCE SUBJECTS TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {12 - 20},
	abstract = {The paper presented summarises the most important principles of problem - based teaching realised through problem - based tasks. A basis of the research, carried out in this area, are problem {\textendash} based tasks from science subjects {\textendash} mainly from biology and chemistry {\textendash} for pupils of elementary schools and students of secondary schools. Solutions to these problems are presented as models realised through a problem- based programme expressed by a flow chart. This chart - designated for teachers - represents a design of micro-regulation that expresses a supposed structure of thinking activities of students and controlling activities of teachers in search for solutions to the respective problem - based tasks. The use of the programme in the teaching process widens a scope of individualised activities of teachers.

Within this research, 148 problem {\textendash} based tasks have been gradually developed. In experimental classes of the eight and ninth grade of elementary schools and in the first and second year of secondary schools, practical verification of these tasks have been carried out. The most significant outputs of the research are referred to in the conclusion to this paper.},
	keywords = {development diagrams, model of the activity, problem tasks, problem-solving, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928528.pdf},
	author = {V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a} and Hana {\v C}trn{\'a}ctov{\'a}}
}
@article {56,
	title = {ECO-TEAM FORMATION IN LATVIA AND THEIR ROLE IN ENVIRONMENTAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {5 - 11},
	abstract = {The attitude of an individual to various phenomena, the environment among them, to great extent depends on understanding these issues. The world experience with eco-team activities as a means of building environmental understanding has already been known for more than a decade. Alongside with the foreign experience, this article gives an insight in the process of eco-team formation in the Baltics, especially in Latvia.

The first results allow us to look upon eco-teams as a new and ambitious pedagogical strategy that is a good incentive to introduce the environmental education as a school subject to build a comprehensive and caring attitude towards the nature and the processes inside it.

The very participation in an eco-team is an education, it offers the individual real chances to contribute to the improvement of the environment, combining the theoretical knowledge obtained in the separate study subject classes with practical work. Consequently, it motivates the students to further action. Thus the knowledge acquired in the subject classes may promote useful activities in families, social life, at leisure and in everyday life.

The first results, the interest of students and teachers in this method imply that the eco-team is a new and promising pedagogical strategy, helping the students to develop an evaluative and caring attitude towards the surrounding environment and its processes as well as providing learning motivation for natural science subjects.

The initiative of eco-team coaches, the pedagogical skills of eco-team leaders and the activity of the current participants will to a large extent determine whether and to what extent will eco-team movement spread and succeed in Latvian schools and society in future.},
	keywords = {eco-teams, environmental education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928449.pdf},
	author = {Aira Bartusevi{\v c}a and Dagnija Cedere}
}
@article {60,
	title = {EDUCATION OF SCIENCE TEACHERS {\textendash} SOME REMARKS FROM THE POLISH PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {38 - 48},
	abstract = {Science education becomes more and more important in contemporary society. Its effects depend mainly on teachers. No wonder that in many countries the problem of science teachers{\textquoteright} education becomes of significant importance. This article presents topical problems connected with education and improvement of science teachers in Poland. First of all, there will be characterized the ways leading to obtain qualifications for doing teacher{\textquoteright}s job, the regulations and important factors affecting the course and results of science teachers{\textquoteright} education. Then after discussing main principles governing science teachers{\textquoteright} education, their practical application will be presented based on the example of chemistry teachers{\textquoteright} education at M.C. Sk{\l}odowska University.

As results from the presented analysis the quality of science teachers education is mainly affected by the following factors:

-         suitable requirements concerning the way and conditions of teachers education resulting from the policy of given country in this respect;

-         proper choice of candidates for studies mainly conditioned by the situation in the society;

-         ways and conditions of education provided in individual universities.

A direct influence of science teachers{\textquoteright} educators is possible only for the last factor. Therefore proper planning of the teacher education process and providing good conditions at each university play an important role. This requires creating a team of people engaged in this kind of job and at the same time searching for better organization and teaching methods used in this process. Precise description of aims resulting from the professional profile of the science teacher is significant in planning of science teacher education. Its aim should be first of all acquisition of proper skills by the students, indispensable in work of prospective teachers. In this context development of international cooperation, thanks to which searching for common ways of more effective science teachers{\textquoteright} education is possible, assumes significant importance.},
	keywords = {education of teachers, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928763.pdf},
	author = {Ryszard M. Janiuk}
}
@article {952,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2003},
	month = {March/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {62},
	abstract = {End page, Vol. 2, No. 1, JBSE, 2003},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610461080.pdf},
	author = {Editorial Board}
}
@article {949,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {October/2003},
	pages = {Continuous},
	type = {Other},
	chapter = {75},
	abstract = {End page, JBSE, Vol. 2, No. 2, 2003},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610379790.pdf},
	author = {Editorial Board}
}
@article {53,
	title = {ENVIRONMENT AND OCCUPATIONAL HEALTH COURSE FOR SECONDARY SCHOOL AS AN EXAMPLE FOR ENLARGED SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {36 - 43},
	abstract = {One of the problems of Latvian educational system is teaching students to take care of their health themselves in the view of their professional career. It is necessary to choose a profession that is not only interesting, but also correspond to the person{\textquoteright}s state of health. The factors of a harmful job can create a risk to the person{\textquoteright}s health. In Latvia young people actually aren{\textquoteright}t acquainted with the problems and harmful professional factors which can arise in the professional life in the future. This is why it is so important to include the course of Environment and occupational health in the secondary school teaching programs.

The results of the students{\textquoteright} questionnaire indicated their knowledge of professional health being incomplete. Individual discussions with students have shown that students don{\textquoteright}t pay much attention to the issue of work environment of their future profession and that their attitude to the problem is not serious. At the same time it was ascertained that the state of health of a number of students may restrict their professional choice.

It was worked out the course Environment and occupational health and analysed a possibility of including the topics of the course in other science subjects such as biology, chemistry and physics. Such a course is a good example for enlarged science education at Upper secondary school level that makes science education more attractive.},
	keywords = {environment, occupational health, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503927870.pdf},
	author = {Juris Porozovs and Janis Gedrovics}
}
@article {52,
	title = {ENVIRONMENTAL EDUCATION: PROVIDING A CONTEXT FOR A MEANINGFUL SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {28 - 35},
	abstract = {The paper initially highlights the main principles and methods of environmental education and the opportunities and challenges it offers to a fragmentary curriculum structure ... with special reference to science curricula in Malta. The results of a survey about teachers{\textquoteright} attitudes about environmental education are then analysed in relation to the possibility of promoting environmental education as a cross-curricular unifying theme. The paper proposes specific guidelines for the development of science curricula that are both interdisciplinary and socially relevant.

Success in an enterprise necessitates the critical evaluation of one{\textquoteright}s objectives, the assessment of the current state of affairs and the careful consideration of the implications inherent in proposed actions in order to clearly define what is really worthwhile. Curriculum development in science education is no exception. Science that is not socially relevant and meaningful to the learners{\textquoteright} needs is increasingly becoming obsolete. The question is not whether this change will affect us or not, but rather when will it hit us? In our efforts to make science education more worthwhile we should seriously consider the benefits of infusing environmental education within the science curriculum.},
	keywords = {environmental education, science curricula},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503927619.pdf},
	author = {Paul Pace}
}
@article {59,
	title = {GENERAL PHYSICS AT THE UPPER SECONDARY EDUCATION LEVEL},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {28 - 37},
	abstract = {As an attempt to fight the crisis in natural sciences education author{\textquoteright}s concept and the main structure of general physics subject at the upper secondary education level is reported. Systems approach had been adopted and philosophical as well as psychological background was prepared to develop a modern structure and context of the subject when starting the upper secondary (senior high school) education in physics. Diverse macro, micro and mega world bodies and mediums in motion {\textendash} observations, physical and mathematical modeling of motion for understanding of the scientific method and main achievements in physics research and engineering makes a general guideline of reported design and practical realization of subject.

First, let us make the note that this paper reports only the main principles of author{\textquoteright}s ideology as well as only the main structure of general physics subject at upper secondary education level. In details such projects usually are heavily authorized {\textendash} many details of subject realization are very personal and not very interesting for general discussion. So, excuse me, dear readers, for details which are not described here fully enough. We need direct in-service meetings and special publications for more detailed description of the proposed subject structure and its practical realization.

Secondly, author would like to turn special attention to the fact that we need seriously to think about the terminology of physics education as well as science and engineering for international cooperation when using English words and language structures. To express author{\textquoteright}s thoughts in definite logical structures for foreign people, who do not know Latvian language, International English Latvian version is used. Why? Our thoughts in our native languages very often are impossible to express precisely in native English. The logical structures are typical for each native language and we need to work very correctly in our mutual interaction in order not to loose sense of native logical structures, when changing languages. By the way {\textendash} what does "native English" mean? British or American English? Billions of people today all around the world use and develop International English {\textendash} so did also the author of this report, expressing his Latvian language based thoughts {\textendash} logical structures in English for readers with different native languages. International English gives us wide possibilities to enrich our native languages and develop our national systems of education and professional terminology without producing formal senseless mixtures of words {\textendash} widespread loosing of precise thought structures based on native languages.},
	keywords = {didactics, general education, physics education, research and development of education, upper secondary education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928685.pdf},
	author = {Andris Broks}
}
@article {62,
	title = {HOW GEOGRAPHY AND NATURAL SCIENCE SUBJECTS COME INTO CONTACT},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {62 - 69},
	abstract = {Geography is a system of sciences which contains about 900 science branches. Geography links spheres of the natural and social knowledge, assuring our integrated perseption of the world. Recently, scientists attached great importance to geographical researches of society, therefore, geography is considered to be a social science in many parts of the world. But geography is a science about surroundings by its nature.

Geography as a school subject differs from geography as a science. Though recently geography as a subject has acquired a social aspect, but nature geography dominates in its program. Intersubject integration with natural sciencies as biology, chemistry and physics has a great importance in analysing it. The knowledge of these sciencies is necessary in analysing social geography, too.

Good organization of training process has got great influence on successful memorizing of geographical knowledge. For this purpose, there are used different types of geography lessons, class and non class activity models, which were created for the better quality of training process, therefore, they are used to deepen and consolidate knowledge of students{\textquoteright} learning.},
	keywords = {integrated links, natural geography, social aspect, training process},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928954.pdf},
	author = {Laima Railiene}
}
@article {61,
	title = {INCREASING THE RELEVANCE OF SCIENCE EDUCATION {\textendash} STUDENT PREFERENCES FOR DIFFERENT TYPES OF TEACHING SCENARIOS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {49 - 61},
	abstract = {The goal of this study was to determine which issues were relevant to students and the reasons for this. Issues were presented in the form of scenarios {\textendash} as a story that leads students into learning science by considering the wider goals of education. Three different categories of scenarios were defined: subject oriented, social issue-based focused on student personal experience and social issue-based, focused on global societal problems. All scenarios were developed by science teachers during a STL training course.

Two hundred and seventy two grade seven to nine students from two schools (suburban town and city) were asked to choose and evaluate the three most interesting scenarios from nine. The results of the study showed gender based differences. Girls were interested in issues that were connected with their health and outlook. Boys liked to study more about the things, which happen in society.

If we use the scenario as a {\textquotedblleft}model{\textquotedblright} for relevance of science education for students, the following conclusions can be highlighted: 

{\textperiodcentered}        Boys and girls see the relevance of science education differently and this depends also on age group. It is important to consider gender differences and students age group in designing teaching scenarios for the classroom. For making teaching more relevant for students, teachers should create various types of scenarios. Girls like to study more about things, which are connected with them (with their health and how they look). Boys are more eager to learn about problems that happen in the society (economical and environmental problems);

{\textperiodcentered}        Students{\textquoteright} and teacher{\textquoteright}s opinions on relevance differ. 1/3 of teacher created scenarios, were irrelevant in the eyes of students.  The outcomes show that the most uninteresting scenarios belong to the subject-oriented category (54\% of students who answered this question didn{\textquoteright}t like the subject oriented scenarios);

{\textperiodcentered}        Students free reasoning helps to develop frames for creating relevant scenarios for teaching.},
	keywords = {issue-based teaching, relevance, science education, STL teaching scenarios},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928836.pdf},
	author = {Moonika Teppo and Miia Rannikm{\"a}e}
}
@article {54,
	title = {NATURAL SCIENCE EDUCATION IN LITHUANIAN SECONDARY SCHOOL: SOME RELEVANT ISSUES},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {44 - 55},
	abstract = {The natural science education is one of the most important areas of general education which includes education of all children{\textquoteleft} ages. Trying to satisfy requirements of the society and all learners it is necessary to modernize the preparation of natural science teachers. Natural sciences are of great importance in helping students to form conception of world based on the knowledge of modern nature research, emphasizing the character of link between nature and society, as well as between nature and culture. Natural sciences education can be characterised by a variety of content provisions, forms and methods of teaching/learning, and practical activities. All these are expected to make the process more effective to widen intellectual knowledge and skills of students, to provide conditions for students activities, to develop students reasoning skills, to influence their aesthetical outlooks etc.

The aim of the article is to discuss some relevant questions on natural science education in Lithuanian comprehensive school which are of a philosophical {\textendash} pedagogical character and observes the issues of teachers{\textquoteright} natural science literacy and integral education (teaching).

In conclusion, the following premises summarizing the earlier discussed ideas can be emphasized:

natural science literacy of natural subjects{\textquoteright} teachers working in Lithuanian secondary schools is insufficient;

contradictory statements of scientists - theoretics were revealed when discussing integrated natural science preparation of teachers;

teaching of integrated natural sciences subjects in Lithuanian comprehensive school must be inseparable from national - cultural and economical conditions of the country;

it is important to analyse the aims of integrated training, tasks, matter, methods, the questions of organization of the integrated teaching process etc. and to prepare teachers for general natural science education in comprehensive schools having a pedagogical profile, proposing priority to the methods applied for teaching natural sciences subjects;

it is advisable to raise the qualification of natural subjects teachers in the sphere of natural science providing appropriate courses, workshops etc.},
	keywords = {integral teaching, science education, secondary school},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503927521.pdf},
	author = {Vincentas Lamanauskas}
}
@article {49,
	title = {RESEARCH AND DEVELOPMENT WORK FROM THE PERSPECTIVE OF COMPILING BALANCED CURRICULA FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {5-11},
	abstract = {In this paper, research and development (R\&D) work in the context of the current reforms in science education is analyzed from the perspective of compiling balanced curricula and syllabi for teaching science. We argue that science as a subject taught is not a rigid body of knowledge, rather than a style of life in rapidly evolving society. We consider the ideal paradigm of science education today as well as in the future as teaching balanced science according to balanced curricula in strongly social context based on psychological and didactical treatment. The main aim of science education is to achieve scientific and technological literacy (STL) among the students, to improve public understanding of science, and currently, to prepare future citizens. Compiling of the balanced curricula for science education should begin from establishing balance between educational goals aimed by the formation of STL. Implementing the balanced curricula demands the compiling of the balanced instructional system including balanced strategies and methodology for teaching science.},
	keywords = {balanced curriculum, educational components, educational goals, scientific and technological literacy (STL)},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928012.pdf},
	author = {Aarne T{\~o}ldsepp and Vilja Toots}
}
@article {58,
	title = {SCIENCE EDUCATION IN NORWAY. COUNTDOWN TO THE NEXT REFORM},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {21 - 27},
	abstract = {Integrated science courses in grade 1-11 in the Norwegian school system include biology, chemistry, physics and earth science. The arguments used for integrated science are of scientific, pedagogical and practical nature. Between 1993 and 1997 primary and lower secondary education went through a comprehensive reform process and a new science curriculum was introduced. Until 1997 science in primary schools was not a separate subject, but part of an integrated subject including social studies. The reform of primary education resulted in re-establishment of science as a separate school subject. Another revision of the curricula of all school subjects will take place within a few years. The revision should pay special attention to the problem of overloaded science courses, not allowing for enough time for practical work, and to the need for a more coherent science curriculum for all stages from grade 1 to 13.},
	keywords = {curriculum, educational policy, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928606.pdf},
	author = {Peter van Marion}
}
@article {51,
	title = {WHAT STUDENTS{\textquoteright} UNDERSTAND FROM ENTROPY?: A REVIEW OF SELECTED LITERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {21 - 27},
	abstract = {This study is intended to review some of the selected researches carried out on students{\textquoteright} understandings of entropy. The review puts together the important findings of the researches, summarises the misunderstanings identified together with the possible sources of these misunderstandings and new approaches in defining entropy. Therefore, this study would be beneficial for the researchers and lecturers in science and chemistry education area.

The review shows that Entropy is found to be difficult idea to be grasped by high school students and undergraduates. In many cases students{\textquoteright} understanding of the basic aspects of the idea are limited, distorted or wrong. The difficulties arise from misinterpretation of mathematical equations in thermodynamics and not adequately integrating the new knowledge with students{\textquoteright} existing knowledge. Students{\textquoteright} explanations are mostly based on the macrophysical world, their thinking on the microphysical world is limited. The everyday meanings of the scientific terms dominate their interpretations. Lecturers should check that students have acquired the correct scientific meanings of the concepts and apply them in both everyday and theoretical situations.},
	keywords = {entropy, misunderstandings, tertiary education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503927942.pdf},
	author = {Mustafa Sozbilir}
}
@article {45,
	title = {ASPECTS OF CONSTRUCTIVISM},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {50 - 58},
	abstract = {An experimental setting was used in a class of 23 sixth-grade students to prompt discussions about shadows.  A rectangular wooden block with an incandescent electric lamp, mounted in the middle of each side, consisted the experimental setting.  Additionally, there was a fifth lamp that was positioned exactly above the house and could be removed at any time.  Each lamp could be replaced by other lamps of different colours and could be turned on and off independently.  A two-dimensional model of a house, made of opaque cardboard, was also mounted upright at the center of the wooden block.  The model showed a house with an inclined roof, a chimney, and one door and two windows that were represented using three movable pieces of cardboard.  Students were asked to predict the position and other characteristics of the shadow when (a) each one of the five lamps was turned on individually, and (b) two lamps mounted on opposing sides of the wooden block were turned on simultaneously.  Discussions were facilitated in order to create cognitive dissonance in students{\textquoteright} thinking and support the consequent psychological process of equilibration through a collaborative negotiation of students{\textquoteright} diverse understandings.  The transcribed discussions were analyzed in an attempt to exemplify the importance of the social interaction between students{\textquoteright} knowledge schemes and their experience with the environment (physical and human), as well as aspects of the scientific epistemology and their relevance to conceptual change. },
	keywords = {alternative conceptions, conceptual change, constructivism, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180830.pdf},
	author = {Nicos Valanides}
}
@article {35,
	title = {A CONCEPTUAL MATRIX FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {7 - 15},
	abstract = {A conceptual matrix for science education is presented. It contains nine matrix elements, metaphysics, epistemology, ontology, praxis in classroom, content, theories of learning, teachers teaching, students learning and students preconceptions. These elements are linked to each other and constitute a didactical web. The elements in the matrix are regarded from three aspects, philosophical, operational, and interactive. The elements in the matrix and the aspects are discussed from a point of view in which the sociocultural perspective challenges the scientific paradigm of learning. The resulting standpoint is that it is fruitful in science education to utilize the sociocultural perspective in interaction with a constructivistic way of creating knowledge in order to extend the scientific paradigm for teaching and learning in science.},
	keywords = {didactical matrix, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180078.pdf},
	author = {Aadu Ott}
}
@article {958,
	title = {CONTENTS},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {February/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {6},
	abstract = {Contents, Vol. 1, No. 1, 2002},
	keywords = {contents},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610521921.pdf},
	author = {Editorial Board}
}
@article {956,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {February/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	abstract = {Cover page, Vol. 1, No. 1, 2002},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610521800.pdf},
	author = {Editorial Board}
}
@article {953,
	title = {COVER PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {1-2},
	keywords = {cover page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610522042.pdf},
	author = {Editorial Board}
}
@article {957,
	title = {Dear Readers},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {February/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Editorial for JBSE},
	keywords = {JBSE, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610521875.pdf},
	author = {Vincentas Lamanauskas}
}
@article {954,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Editorial for JBSE},
	keywords = {JBSE, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610522115.pdf},
	author = {Andris Broks}
}
@article {36,
	title = {DEVELOPMENT OF POSTINDUSTRIAL SCIENTIFIC AND TECHNICAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {16 - 24},
	abstract = {During former period of the development of Christianity nothing more than revolution in science and technologies has very seriously influenced the life of World{\textquoteright}s society. According to this the problem of heterogeneity of societal and individual development has appeared and the question - w h a t   e d u c a t i o n   f o r   w h a t  l i f e ? has become actual for all people within different societies or social groups. Scientific and technical literacy for all and high quality science and technologies education for coming new generation of specialists - main task for the corresponding development of general as well as professional modern science and technologies education. Healthy life - healthy human{\textquoteright}s spirit and  body in healthy living environment - main direction for those developments. Implementation of systems theory - systemology in education and development of ontodidactic are forming the backbone of modern post-industrial science and technologies education today.},
	keywords = {didactic, educational research, progress of science and technologies, reform of education, scientific and technical education, scientific literacy, systemology of education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180151.pdf},
	author = {Andris Broks}
}
@article {38,
	title = {DEVELOPMENT OF TEACHING METHODOLOGIES IN THE FIELD OF BIOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {36 - 43},
	abstract = {The article considers the some aspects of development of teaching methodologies in the field of biology. The article gives a brief analysis of the history of the first methodologies by teaching biology. The main mission for students in preparing to become educators is to learn procedures for proper education, the basics of teaching biology, and the skill of conducting the process where by students obtain knowledge. Young educators must be well familiar with teaching procedures, methods and methodical steps so as to be able to utilize these successfully in his or her work in various classes and under various conditions. When studying at university, students must not only become familiar with the theoretical foundations of methodology, but also with their practical applications. The process of integration leads to changes in teaching subjects and to new relations among subjects.},
	keywords = {development of methodologies, natural science education, teaching biology, teaching methodologies},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180280.pdf},
	author = {Leonids Keirans}
}
@article {955,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {88},
	abstract = {End page, Vol. 1, No. 2, 2002},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610522151.pdf},
	author = {Editorial Board}
}
@article {959,
	title = {END PAGE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {February/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {71},
	abstract = {End page, Vol. 1, No. 1, 2002},
	keywords = {end page},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610521959.pdf},
	author = {Editorial Board}
}
@article {40,
	title = {THE ESTIMATE OF LEARNING OF PARTICIPANTS OF CHEMISTRY OLYMPIADS},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {55 - 65},
	abstract = {The aim of this paper is to evaluate the progress and to attitude the chemistry learning of Olympiads participants.

 

The research was conducted among the participants of 38th, 39th Lithuanian Pupils{\textquoteright} Olympiad of Chemistry which took place in 2000, 2001.

 

On the basis of this research it can be concluded that the knowledge in principal subjects (mathematics, physics, foreign language and Lithuanian) of 69,5\% of participants is graded in 8-10 points. Chemistry results of the second trimester by 83,1\% of respondents is graded in 10 point, by 14,1\% {\textendash} in 9 point. 97,7\% of participants consider chemistry to be their favourite subjective and exact and natural sciences to be more interesting than humanitarian. A successful learning of chemistry is determined by pupil{\textquoteright}s aim to understand nature phenomena properly and to gain better knowledge of chemistry.},
	keywords = {chemistry learning, participants of olympiads, senior students motivation, students{\textquoteright} progress, teaching subjects},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180449.pdf},
	author = {Almeda Kuriene}
}
@article {46,
	title = {EVALUATION OF LATVIA{\textquoteright}S SCIENCE EDUCATION IN THE IEA TIMSS AND OECD PISA FRAMEWORK},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {59 - 66},
	abstract = {The article deals with the two largest international comparative studies in science, the first cycles of which took place in the last years of the previous century and which go on today as well - IEA TIMSS (Trends in Mathematics and Science Study) and OECD PISA (Programme for International Student Assessment). The average achievements of Latvia{\textquoteright}s students in science in each of the studies are different but the general situation of science education in Latvia is satisfactory and corresponding to our economic situation. We support the opinion that improving of Latvia{\textquoteright}s economics and correct developing of the country{\textquoteright}s educational system will advance students{\textquoteright} achievements. At the same time there are several spheres, which need immediate improvement. Especially, it concerns our students{\textquoteright} skills to apply the knowledge gained in science lessons to real life situations.},
	keywords = {achievement, international comparative education research, PISA, science education, TIMSS},
	issn = {1648-3898},
	doi = {http://oaji.net/articles/2017/987-1504180896.pdf},
	author = {Andrejs Geske and Andris Kangro}
}
@article {42,
	title = {THE INFLUENCE OF EXPERIMENTAL TEACHING ON 5 - AND 7- YEAR OLD CHILDREN{\textquoteright}S CONCEPTS OF THE EARTH AND GRAVITY},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {19 - 30},
	abstract = {The investigation was aimed to study the influence of age and experimental teaching conditions on the learning of the concepts of the earth and gravity. 47 kindergarteners (age 60-69 months) and 56 first graders (age 85-95 months) were assigned into three groups: model-based, verbal-individual teaching and control groups. Three topics, aimed to treat children{\textquoteright}s preliminary notions and to change children{\textquoteright}s entrenched beliefs, were covered in teaching: the spherical shape of the earth; gravity; the relativity of up-down direction. The results showed that both 5- and 7-years-old children{\textquoteright}s astronomy knowledge was improved due to teaching, regarding of which teaching method was used; however, the condition x age interaction was not significant. Difficulties that occurred during learning and their sources are discussed and conclusions for education are drawn.},
	keywords = {earth, experimental teaching, gravity},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180627.pdf},
	author = {Eve Kikas and Triin Hannust and Hele Kanter}
}
@article {37,
	title = {NATURAL SCIENCE EDUCATION AT BASIC SCHOOL: SOME DIDACTIC ASPECTS},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {25 - 35},
	abstract = {Some aspects of Natural Science Education at Lithuania{\textquoteright}s Basic School are being researched in the article. It is being introduced a part of the survey {\textquotedblleft}Situation and peculiarities of Natural Science Education at Basic School{\textquotedblright}, that took place in 2000/01 and was addressed to the essential didactic features. Particular attention is being paid to the analysis of the views and opinions of the teachers of Natural Science Education. Also, the view of teachers to the structure of Natural Science subjects, teaching methods, standardization and other questions, connected with Basic School, is being analyzed in the article.

The teachers of natural science estimate proposed natural science education at primary   school  rather critically. The young teachers, whose experience of teaching is less than a period of 5 years, are the most critical. The teachers of physics and biology estimate the standards of Natural Science Education the most benevolently and the teachers of chemistry are the most unfavorable with the present situation. The teachers of natural sciences prefer a problematic way of teaching (63\% of respondents). The analysis of teachers{\textquoteright} estimations shows that the student books and the workbooks of the latest editions used at basic school virtually satisfy the requirements of Natural Science Education programs. The most important source of the latest information about natural science for the teachers is books. The Internet is still poorly used by the teachers of  natural science. Only 11,5\% of the teachers the most frequently find the latest information when using the Internet. According to the teachers, ecological and environmental problems at basic school in the content of Natural Science Education revealed insufficiently well.},
	keywords = {basic school, natural science education, teaching process},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180218.pdf},
	author = {Vincentas Lamanauskas}
}
@article {47,
	title = {QUESTIONS OF CHEMICAL CONTENT IN THE INTEGRATED COURSES OF NATURAL SCIENCES},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	abstract = {In formation of complete knowledge of nature and the person a big role belongs to studying of chemistry as the discussing subject according to its nature is primary integrated and its (her) maintenance (contents) is interconnected with that of physics and biology. Chemistry teaching in average educational institutions now is accomplished by studying obligatory independent rates as well as and by including of questions of chemical maintenance (contents) into the obligatory integrated rates of natural sciences (alongside with independent rates of chemistry by choice of pupils). The maintenance (contents) of a chemical component in the integrated rates of natural sciences taught in Japan, Canada, USA, the Great Britain, Ireland, Italy, France, Spain and Byelorussia is considered in the work. It is indicated that doubtless advantage of the integrated rates of natural sciences in general is the establishment of full interrelation between investigated natural-science subjects, and with reference to chemistry - formation of belief in necessity of chemical knowledge for the decision of many vital problems. Introduction of national standards and aspiration to equivalence of documents on the general education urgently demand definition in the different countries of uniform approaches to natural-science rates in high school, preparation of the scientific and pedagogical staff, to perfection of continuity school and high school natural-science education.},
	keywords = {chemical education, integrated courses, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180965.pdf},
	author = {Alexandra Bratennikova and Elena Vasilevskaya}
}
@article {43,
	title = {THE SCIENCE TEACHER IN THE SITUATION OF CHANGING EDUCATIONAL PARADIGM},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {31 - 39},
	abstract = {The human education paradigm is looking upon the learner as an active participant of the study process. In chemistry education, student himself discovers the world of chemical substances. The inquiry is a way human is seeking information and understanding in science education. Discovery, freedom, activity, creativity are the keywords for open learning in science laboratory. By posting hypothesis, further verifying them and analyzing the obtained results, the science process acts as a core for learning approaches.  They foster learner{\textquoteright}s self-discoveries, which are to be used in such a process. The teacher is a key to open such approaches in study process of chemistry. The teacher{\textquoteright}s role changes notably. In the open study process the teacher undertakes the functions of the expert {\textendash} consultant and feedback provider. The teacher has to master a series of new skills more often.  Moreover, acquiring new experience makes teacher to give up stereotypes and authoritarian teaching style. To implement the education reform in science education in Latvia it is necessary to practically resolve the controversy between learner{\textquoteright}s wishes to do inquiry oriented laboratory works and teaching strategies carried out by teacher in classroom.},
	keywords = {chemistry teacher, inquiry oriented learning, study process},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180687.pdf},
	author = {Dace Namsone}
}
@article {48,
	title = {SCIENCE TEACHERS CHANGE TOWARDS STL TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	abstract = {The paper describes the effectiveness of the intervention training and draws attention to the most important factors to be considered in developing service programmes for the promotion of STL teaching skills. STL is taken to mean developing the ability to creatively utilise sound science knowledge in everyday life to solve problems, make decisions and improve the quality of life.  The STL study was divided into three phases: teaching based on STL materials supplied to teachers, a six month active involvement through workshops where teachers developed and tried out their own STL materials and a follow up allowing the application of the skills acquired during the intervention. STL materials were defined as materials, of social issue, based, student-centred decision-making, and/or problem-solving units, within curriculum topics (Holbrook\&Rannikm{\"a}e, 1997). Altogether, 45 science teachers and 1163 students were involved in the study.

As a result of the 6 months intervention period it was found that the major factor illustrating effectiveness of a teacher developed STL materials was their ownership of STL teaching, expressed in terms of the ability to develop consequence maps. The structure of the consequence maps was used to distinguish three categories of teachers: subject learning activity based, with dominance on facts and concepts; sequenced activity based, with emphasis on process skills; social issue based, including problem-solving and decision-making strategies. Data collected 10 months after the intervention had indicated the need for re-categorisation of teachers, because the extent of the teacher change was not sustained and ownership of STL decreased. Three new categories were found based on teacher{\textquoteright}s perception of relevance of science education: motivational relevance, skills relevance and social relevance.

The effectiveness of the intervention programme was obvious: teachers who acknowledged the need for teaching social skills in conjunction with science concepts and process skills, continued to embed these ideas into their teaching ten months after the intervention. The sustained change was illustrated by phenomenographical outcome space (Marton, 1981). },
	keywords = {competence, science education, scientific literacy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504181071.pdf},
	author = {Miia Rannikmae}
}
@article {39,
	title = {SCIENTIFIC-THEORETICAL BASES OF SELECTION OF THE CONTENTS OF TRAINING TO NATURALSCIENTIFIC DISCIPLINES IN CONDITIONS OF A COMPUTERIZATION},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {44 - 54},
	abstract = {In article the problem of the scientifically proved approach to selection of the contents of an educational material in conditions of a computerization of training to naturalscientific disciplines is staticized and the ways of its decision are offered. In work have found reflection results of the rather-comparative analysis of the literature, the specificity of the computer aided training of chemistry, biology and geography at school revealed, the essence and structure of a phenomenon of information-computer culture of the person is determined.

        The allocation of ideal model potential of the person, information-computer culture and information-computer activity in quality a determinant of information-computer preparation of the schoolboys that are carried out during their training to naturalscientific disciplines is proved. The system of principle formations of structure of the contents of an educational material is described at the computer aided training to naturalscientific disciplines. The necessity of inclusion in this system of principles of double entry of components, continuity, functional completeness, differentiation and integration is opened. The system of principles of selection of the contents of an educational material is submitted as over-system, which includes system of principles of selection of an invariant nucleus and system of principles of selection of a varying environment of the contents of an educational material. Is proved, that the invariant nucleus of the contents of an educational material should be selected according to principles of scientific character; unities of the substantial and remedial party of  training; structural unity; of giving humanitarian and entering fundamental; it is necessary to select conformity of the basic components of the contents to structure of culture of the person, and varying environment of the contents proceeding from principles of integration of the contents of disciplines, introductions of a history and introduction of methodology, socialization, practical importance, optimum combination of an educational material of regional and global character, conformity and necessary sufficiency.},
	keywords = {computerization, natural science education, teaching content},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180373.pdf},
	author = {Elena Popkova}
}
@article {44,
	title = {SOME ASPECTS OF MOTIVATION OF INTERACTION WITH NATURE},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {40 - 49},
	abstract = {Natural Science education is important for all stages of the human{\textquoteright}s ontogenesis. Besides, it carries a diverse and specific character throughout different age periods. Therefore, the opinion, that primary school doesn{\textquoteright}t play a significant role guarantying Natural Science technological literacy, arises as the wrong one. On the contrary, most of the researches indicate that this stage of Natural Science education is of great importance. Moreover, the situation discloses that Natural Science education at primary school is indispensable and the most complicated one. The gaps in knowledge of the discussing subject left within this period of education can be hardly restored in the future. It has been accepted that the 21st century should be called a century of modern biology. And it concerns not intellect only. Moral issues, such as respect for nature and harmony with it, have become very important. Finally, the human should understand his inability of becoming the Lord of Nature. Thus, Natural Science Education should somehow support this idea.

Theoretical analysis allows to maintain existing various typologies of motivation. 307 primary school teachers and 257 students have participated in the research. The research indicates that the practical type of motivation of interaction with nature predominates among the primary school teachers and students while the esthetic type of motivation is in the second place. The cognitive type of motivation appears as the weakest one. },
	keywords = {interaction with nature, motivation, primary school},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180750.pdf},
	author = {Vincentas Lamanauskas}
}
@article {41,
	title = {UNDERSTANDING GLOBAL AND PERSONAL USE OF ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {4 - 18},
	abstract = {In  this  article  we  report  an  investigation  of  some  aspects  of  students{\textquoteright} understanding  of the energy flow on earth and how people  might  economize on energy in their daily life. The method chosen is  to  give  the  students  pen-and-paper  faste tasks  of  the  open-answer  type.  The  written  responses  are analysed qualitatively. Categories  and  other  details  in  the  analysis  are  not decided in  advance  but  formed  through  interaction  with  the  actual  replies. The  investigation  has  been  part  of  a  Swedish  national  evaluation  made  in 1995 and 1998,  mainly involving  students aged 16 and 19. The results  show, among  other things,  that students describe only  a  few steps  and branches in the  energy flow on earth,   grossly  underestimate man{\textquoteright}s use of  fossil  energy and  grossly overestimate the  global use of nuclear  energy.  Students{\textquoteright}  answers concerning  economizing  on  energy on  the  personal level  concentrate  on  the use  of  electricity  for  lightin   and  housework.  Curricular  implications  of results  obtained  are  discussed, and  the  concept  {\textquoteleft}orientation  pattern{\textquoteright}  is introduced as a tool that might help students improve their understanding   of the world around them.},
	keywords = {science education, teaching programs},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180554.pdf},
	author = {Bj{\"o}rn Andersson and Frank Bach and Ann Zetterqvist}
}
