@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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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 {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}
}
