@article {1341,
	title = {THE CONTEXT CONDITIONS STUDENTS{\textasciiacute} REPRESENTATIONS OF THE HUMAN NUTRITION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1089-1102},
	abstract = {The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.},
	keywords = {evaluation context, model representation, nutrition model, preservice teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1089 },
	url = {https://oaji.net/articles/2023/987-1702729294.pdf},
	author = {Teresa Zamalloa and Araitz Uskola and Ainara Achurra}
}
@article {1340,
	title = {EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1074-1088},
	abstract = {The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students{\textquoteright} Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman{\textquoteright}s test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching.},
	keywords = {academic achievement, agricultural science, mixed method design, multimedia, teaching and learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1074},
	url = {https://oaji.net/articles/2023/987-1702729233.pdf},
	author = {Cajethan U. Ugwuoke and Emmanuel A. Babajide and Lilian U. Ekenta and Godwin E. Eze and Clara U. Nwankwo and Florence O. Ifeanyieze and Christiana U. Nwachukwu}
}
@article {1264,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} E-LEARNING STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {167-181},
	abstract = {E-learning is becoming more popular than conventional teaching methods, particularly in science education. The use of e-learning has increased worldwide, especially after the COVID-19 pandemic. Today, students{\textquoteright} e-learning styles have gained even more importance. The participants of this survey, which aimed to examine e-learning styles for selected variables, consisted of 401 pre-service science teachers from two public universities in Turkey. The personal information form was used to obtain data on gender, university, personal computer ownership status, type of device used to connect to the internet, grade level, number of social network memberships, internet usage purpose, and duration of social media use. Another tool used in face-to-face data collection was the E-Learning Styles Scale (ESS). As a result of the analysis, it was understood that participants{\textquoteright} e-learning style scores were generally on the positive side. In terms of gender, grade level, and duration of social media use variables, there were statistically significant differences in the ESS and some of its sub-dimensions, while differences were found in only some sub-dimensions for the university variables, internet usage purpose, and number of social network memberships. Several suggestions were made in conjunction with the results of the descriptive and inferential analyses.},
	keywords = {descriptive research, e-learning styles, pre-service science teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.167 },
	url = {https://oaji.net/articles/2023/987-1676961398.pdf},
	author = {Dilara Ucar and Serkan Yilmaz}
}
@article {1229,
	title = {EARLY CHILDHOOD PRE-SERVICE TEACHERS{\textquoteright} READINESS FOR USING DRAWING AS A SCIENCE TEACHING STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {911-927},
	abstract = {The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69\% scored low in knowledge, more than 90\% scored high in awareness of the importance and of the usefulness. 28\% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance. },
	keywords = {drawing science, Early childhood education, science education, teachers{\textquoteright} readiness},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.911},
	url = {https://oaji.net/articles/2022/987-1671187481.pdf},
	author = {Ainara Achurra and Teresa Zamalloa and Araitz Uskola}
}
@article {1208,
	title = {THE EFFECTS OF SCIENCE TEACHERS{\textquoteright} PEDAGOGICAL CONTENT KNOWLEDGE ON STUDENTS{\textquoteright} ATTITUDES TOWARD SCIENCE AND THEIR ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {694-705},
	abstract = {Pedagogical content knowledge (PCK) is one of the most important research topics in science teacher education. The purpose of this study was to investigate the PCK of science teachers with different teaching experiences and examine the effects of teachers{\textquoteright} PCK on students{\textquoteright} achievement and attitudes toward science. A mixed methods research design was used for the study. Participants were science teachers and their students from two middle schools. Interviews, observation forms, achievement tests, and attitude scales were used as instruments for data collection. Data were collected and analyzed using content analysis, descriptive and inferential statistics. The findings obtained from the quantitative and qualitative data showed some significant differences between teachers{\textquoteright} PCKs according to their teaching experience. The results also showed that the PCK of a teacher with the least experience was lower than that of the other two experienced science teachers. The results indicated that experienced teachers who developed PCKs did not significantly impact student achievement and attitudes. Educational implications and recommendations for further studies are also provided.},
	keywords = {attitudes toward science, pedagogical content knowledge, Science Achievement, SCIENCE teachers, teaching experience},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.694},
	url = {https://oaji.net/articles/2022/987-1662187302.pdf},
	author = {Muhammet Usak and Harun Uygun and Muharrem Duran}
}
@article {1176,
	title = {PRIMARY PRE-SERVICE TEACHERS{\textquoteright} METAPHORICAL PERCEPTIONS OF THE CONCEPT OF ENVIRONMENTAL POLLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {275-287},
	abstract = {Metaphors are expressions that are frequently used in people{\textquoteright}s minds to explain concepts with other unrelated concepts and have a personal emphasis on learning. The purpose of this study is to determine and interpret the metaphorical perceptions of primary school pre-service teachers towards environmental pollution. The "phenomenology" research design was used in this study. The study group of this research consists of a total of 372 primary pre-service teachers. Data were collected using semi-structured forms to determine the metaphorical perceptions of primary school pre-service teachers. The pre-service teachers were asked to complete the sentence, "Environmental pollution is like... because....". At the conclusion of multiple comparisons, by the relation degree between environmental pollution and its metaphors, it was determined that significant difference was in favour of the 2nd year between the 2nd and 4th years and in favour of the 3rd year between the 3rd and 4th years. As a result of the research, it was discovered that the majority of the metaphors produced by the pre-service teachers were in the "human" and "harmful/dangerous/uncomfortable situations" categories. Furthermore, the study discovered that as the year level increased, the number of related metaphors about environmental pollution decreased. },
	keywords = {environmental pollution, metaphorical perceptions, primary pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.275},
	url = {https://oaji.net/articles/2022/987-1652122730.pdf},
	author = {Eser {\"U}ltay}
}
@article {1177,
	title = {SCIENCE MAPS AND BIBLIOMETRIC ANALYSIS ON HYGIENE EDUCATION DURING 2012-2021},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {288-304},
	abstract = {Hygiene education is becoming increasingly popular and is now addressed in both formal and informal education systems. Examining hygiene education research and developing a vision for the future will lead to creating a roadmap for future research as well as an analysis of past research. Research on hygiene education encompasses a variety of subtopics. It is critical for future researchers and thematic studies in this area to determine if there is a pattern to these concerns that cover a wide range of topics. The purpose of this study is to examine the topic of hygiene education using bibliometric analysis. From the Scope Database, 503 records remain for bibliometric analysis. This results in an average number of 5.02 publications per year. 1973 people contributed to the study. Among the top 10, most influential sources in terms of the number of articles are four websites related to dental hygiene. The United States leads the world in both the number of publications and a total number of citations, followed by Canada and China. Most of the research was related to oral hygiene education.},
	keywords = {bibliometric analysis, dental hygiene, hand hygiene, hygiene education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.288},
	url = {https://oaji.net/articles/2022/987-1652122814.pdf},
	author = {Muhammet Usak and Selma Sinan and Olcay Sinan}
}
@article {1093,
	title = {LEARNING PROGRESSIONS IN LOWER-SECONDARY SCHOOL SCIENCE EDUCATION IN JAPAN},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {775-789},
	abstract = {This research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of {\textquotedblleft}Ions and Atoms.{\textquotedblright} Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. },
	keywords = {learning progressions (LPs), lower-secondary school science, scientific concepts, systemic learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.775},
	url = {http://oaji.net/articles/2021/987-1633680500.pdf},
	author = {Hiroyoshi Kinoshita and Ryosuke Utani}
}
@article {1004,
	title = {MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {344-359},
	abstract = {This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The {\textquotedblleft}article analysis form{\textquotedblright} developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. },
	keywords = {content analysis, literature review, modelling in science, models in science, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.344},
	url = {http://oaji.net/articles/2021/987-1622790650.pdf},
	author = {Ali Ihsan Benzer and Suat {\"U}nal}
}
@article {993,
	title = {SELF-EFFICACY, AFFECTIVE WELL-BEING, AND INTENT-TO-LEAVE BY SCIENCE AND MATHEMATICS TEACHERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {237-251},
	abstract = {The current research aims to explore the impact of Science and Mathematics teachers{\textquoteright} self-efficacy on their intentions to leave through the mediating effects of their affective wellbeing (stress, burnout, and depression). Data were collected from 329 teachers of Science and Mathematics who were selected randomly with a clustered sampling method from 232 secondary schools in South and East Anatolia, Turkey. The structural equation model that yielded the best fit indicated that as teachers{\textquoteright} self-efficacy levels increase, their stress, burnout, depression, and intent-to-leave levels decrease. Teachers with high self-efficacy are less likely to develop intention-to-leave because of their positive affective well-being indicators. Results suggest that maths and science teachers who have optimistic beliefs in their capabilities can more easily cope with the stressors at work and have better affective well-being, and consequently, a lower level of intention-to-leave. The results provide educational leaders with insights as to how better to retain qualified Science and Mathematics teachers. },
	keywords = {intent-to-leave, science and mathematics teachers, self-efficacy, wellbeing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.237},
	url = {http://oaji.net/articles/2021/987-1616865904.pdf},
	author = {Mehmet Karakus and Zara Ersozlu and Muhammet Usak and Jude Ocean}
}
@article {831,
	title = {EXAMINING THE CONNECTION BETWEEN STUDENTS{\textquoteright} WORKING MEMORY AND THEIR ABILITIES TO SOLVE OPEN-ENDED CHEMISTRY PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {142-156},
	abstract = {Open-ended problem-solving skills have been identified as employable skills, which undergraduate students will need to have in order to cope with real-life problems in their workplaces after graduation. However, the development and assessment of these skills have been inconsistent across courses offered in universities. This research examined undergraduate students{\textquoteright} ability to engage with open-ended chemistry problems, and the influence of their working memory space on problem solving. The research is a descriptive research design that employed a survey method for collection data. A purposive sampling technique was used to recruit 665 students from 19 chemistry departments in Nigerian universities. The students{\textquoteright} ability to solve open-ended problems was measured in terms of their performance and was found to be below average (< 50). The female students outperformed their male counterparts in the chemistry open-ended problem-solving test (ChemOPST). A strong positive correlation was found to exist between students{\textquoteright} working memory capacity and their performance in the ChemOPST. The research concludes on the need for experiential-based learning of chemical concepts which could help students build a knowledge base that is required to engage with problems that have real-life applications.},
	keywords = {chemistry problem-solving, open-ended problems, university students, working memory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.142},
	url = {http://oaji.net/articles/2020/987-1581269978.pdf},
	author = {Johnson E. Upahi and Umesh Ramnarain}
}
@article {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 {760,
	title = {MENTORING ON SCIENCE TEACHER EDUCATION IN RUSSIA AND INTERNATIONAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {320-322},
	abstract = {Nowadays, mentoring as an educational form of Russia{\textquoteright}s occupational activity is undergoing fundamental changes due to the variety of interrelated factors affecting the mentoring system. The requirements for the mentoring system itself are affected by these changes as well. Nature of the mentoring activity influences socio-economic, political, socio-cultural, pedagogical, methodical and individual factors. 
The main mechanism for the implementation of the proposed principles of mentoring is an integrative approach, involving the integration and interaction of 1) two processes {\textendash} the process of occupational development of teachers and their readiness to implement mentoring activities; 2) two types of activities {\textendash} occupational and mentoring; 3) all entities of the educational institution in the process of mentoring.},
	keywords = {mentoring activities, science education, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.320},
	url = {http://oaji.net/articles/2019/987-1559371904.pdf},
	author = {Muhammet Usak and Alfiya R. Masalimova}
}
@article {783,
	title = {PRE-SERVICE AND IN-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {583-594},
	abstract = {This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers{\textquoteright} professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research.  According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers{\textquoteright} professional development and in-service teachers{\textquoteright} expertise and the model successfully support the use of inquiry-based practices in primary school science education.},
	keywords = {collaborative team teaching model, inquiry-based science teaching, survey research, teachers{\textquoteright} experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.583},
	url = {http://oaji.net/articles/2019/987-1564686532.pdf},
	author = {Sari Havu-Nuutinen and Anttoni Kervinen and Anna Uitto and Aulikki Laine and Anniina Koliseva and Lassi Pyykk{\"o} and Pentti Impi{\"o} and Tiina Aittola}
}
@article {645,
	title = {DIVERSIFICATION OF REASONING SCIENCE TEST ITEMS OF TIMSS GRADE 8 BASED ON HIGHER ORDER THINKING SKILLS: A CASE STUDY OF INDONESIAN STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {152-161},
	abstract = {The aim of this research was to assess the classification of science test items of TIMSS grade 8 based on higher order thinking skills (HOTS) and determine whether those classified-science test items can be an assessment tool in science class. Sixteen sample test items of HOTS were chosen from 37 reasoning items of TIMSS 1999, 2003, and 2011; which were 6 of analysing, 6 of evaluating, and 4 of creating. The selected items were tested to 410 ninth grade students in 14 public schools in Jember, Indonesia. Data were analysed by using point-biserial correlation to measure the index of discrimination and degree of difficulty at items of each level of HOTS test. The result revealed that the point-biserial index of discrimination for each item was higher than 0.25. The degree of difficulty of analysing, evaluating and creating test items exhibited a similar trend, which was in good range. Each test item has significant validity. Whilst reliability analysis showed that each test item was acceptable and indicating a high level of internal consistency. In conclusion, the classified science test items of TIMSS are good to use as assessment tools to measure HOTS of students in science class.},
	keywords = {higher order thinking skills, point biserial correlation, science test items},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.152},
	url = {http://oaji.net/articles/2017/987-1519060370.pdf},
	author = {Anjar Putro Utomo and Erlia Narulita}
}
@article {677,
	title = {EDUCATIONAL SHORT VIDEOS TO UTILIZE IN THE BIOCHEMISTRY LABORATORY: OPINIONS OF UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {496-523},
	abstract = {This research aimed to reveal the opinions of the university students who conducted original educational videos context for the experiments in the Biochemistry laboratory course. Participants were fourth year students (N=40) of the Mathematics and Science Education Department, in Chemistry Education Program. A case study was used and carried out during the Spring term of 2014 at the Faculty of Education of Dokuz Eylul University in Izmir, Turkey. The students designed and took participation in educational short videos. Besides, each group students prepared poster presentations of their video at the end of the 14-week implementation process. To collect data, semi-structured interviews were used. The interview results of the research showed that learning was more meaningful and valid through this laboratory course because the students attended the course with interest and favor and motivated positively. Eventually, the educational short videos can be a powerful convincing learning tool for students. },
	keywords = {Active learning, biochemistry laboratory, educational short video, multimedia learning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.496},
	url = {http://oaji.net/articles/2017/987-1529509255.pdf},
	author = {Melis Arzu Uyulgan and Nalan Akkuzu}
}
@article {663,
	title = {HEURISTIC REASONING OF PRE-SERVICE SCIENCE TEACHERS IN CHEMISTRY TOPICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {343-356},
	abstract = {The aim of the present research is to explain how the heuristics utilized by the students in a multiple choice examination on the general chemistry subject of {\textquotedblleft}chemical bonding theories and molecular structures{\textquotedblright} caused biases on intuitive judgment and decision making processes, using the three characteristics of associative memory (attribute substitution, fluency process and associative coherence). A mixed-methods approach, both qualitative and quantitative research methods, were used in this research. Therefore, both questionnaire and individual interview were utilized to collect data. The results of the current research demonstrated that the participants used 4 different decision making strategies. Detailed evaluation of these strategies demonstrated that most of the participants did not prefer the processes related to the use of chemical knowledge and thus, were not able to assess the target attribute. Furthermore, it was identified that most of the students{\textquoteright} decision making processes were dependent on one or more of these three associative memory processes. It was also determined by this research that the most dominant of these three associative memory processes is the fluency effect, since participants often prefer to use superficial features. The dependence of participants on associative memory processes caused various biases, so participants often responded incorrectly to questions.},
	keywords = {chemical reasoning, chemistry education, intuitive judgments, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.356},
	url = {http://oaji.net/articles/2017/987-1523527782.pdf},
	author = {Mustafa Ugras}
}
@article {667,
	title = {PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {364-366},
	abstract = {Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. },
	keywords = {academic publishing, geographic diversity, JBSE, scientific journal},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.364},
	url = {http://oaji.net/articles/2017/987-1529508576.pdf},
	author = {Muhammet Usak}
}
@article {551,
	title = {EXAMINATION OF CONTEXT-BASED PROBLEM-SOLVING ABILITIES OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {113-122},
	abstract = {In recent years, while the context-based approach has been popular and the teachers have been using it in the classrooms, it is seen that they do not prefer using context-based evaluation techniques. This becomes a problem for students because they used to be taught in the context-based approach enriched by daily life examples and then they are measured by paper and pencil tests. From this point of view, the aim of this research was to examine the ability of the pre-service physics teachers creating context-based problem about pressure. A case study approach was used to answer the research questions. The research was carried out in a university on the north coast of Turkey. Participants were 25 pre-service physics teachers between 20-24 ages. Pre-service teachers were firstly taught the context-based approach and then to write context-based problems. In data collection process, they prepared context-based problems and they were evaluated by a rubric consisting six criteria and three categories. After data analysis, it was found that pre-service teachers remained in the middle level in terms of creating context-based problems. In undergraduate or graduate programs, pre-service teachers and teachers should be informed about the context-based approach and context-based evaluation techniques so that they can effectively use them. },
	keywords = {context-based evaluation, context-based problem, pre-service physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.113},
	url = {http://oaji.net/articles/2017/987-1493050106.pdf},
	author = {Eser {\"U}ltay}
}
@article {538,
	title = {CZECH HIGH SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {738{\textendash}745 },
	abstract = {The revelation of misconceptions contributes to better education, especially when that information is described in a specific field of science. Additionally, genetics is one of very problematic topics, and misconceptions appear there frequently as there are difficult interconnections among them. The main aim of the study was to explore high school students{\textasciiacute} misconceptions about basic genetics concepts. Moreover the influence of gender was also examined. Respondents were 102 Czech high school students of two high schools. Research tool was test containing 15 two tier questions concerning about basic genetics concepts like chromosome, DNA, allele and gene. Reliability was determined with the use of Cronbach{\textquoteright}s alpha coefficient. The result of Kolmogor-Smirnov test allowed to use parametric statistical methods. The data were analysed by the using of descriptive statistical methods (mean score) and inferential statistical methods (ANOVA). Concept {\textquoteleft}DNA{\textquoteright} was determined as the most problematic one for students, contrarily concept {\textquoteleft}allele{\textquoteright} was the simplest one. It was found that high school students do not understand selected basic genetic concepts. In addition, students do not interconnect genetic concepts within one complex system of knowledge, they also do not realise structure and hierarchy of these concepts. },
	keywords = {basic genetics concepts, genetics learning, high school students, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.738},
	url = {http://oaji.net/articles/2016/987-1482503099.pdf},
	author = {Jana Vlckova and Milan Kubiatko and Muhammet Usak}
}
@article {483,
	title = {PROSPECTIVE CHEMISTRY TEACHERS{\textquoteright} ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {58{\textendash}67},
	abstract = {Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers{\textquoteright} (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered.},
	keywords = {concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.58},
	url = {http://oaji.net/articles/2016/987-1481286082.pdf},
	author = {Necla D{\"o}nmez Usta and Neslihan {\"U}ltay}
}
@article {496,
	title = {SUPPORTING INQUIRY BASED LABORATORY PRACTICES WITH MOBILE LEARNING TO ENHANCE STUDENTS{\textquoteright} PROCESS SKILLS IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {216{\textendash}231 },
	abstract = {Supporting the latest technology for inquiry is among one of the topics that is currently being discussed in the context of science education. The aim of this research is to examine the laboratory practices that use mobile learning to enhance the science process skills of the participants. The research is of qualitative design and has been planned as action research. The practices on determining the quality of water are based on an approach of guided inquiry based learning. The research was conducted with eleven (n=11) volunteering pre-service teachers who were third-year students in department of the science teacher education. Group discussions, classroom camera records and spreadsheet responses were used to determine the scope of the research. The data were analyzed with directed content analysis by two separate researchers who used the Nvivo 8 program. At the end of the research, it was concluded that using mobile learning contributed to the laboratory practices in many ways. },
	keywords = {inquiry based laboratory practices, mobile learning, science process skills, water quality},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.216},
	url = {http://oaji.net/articles/2016/987-1481917132.pdf},
	author = {Sertac Arabacioglu and Ayse Oguz Unver}
}
@article {503,
	title = {USE OF FIRST-HAND DATA TO CONSTRUCT KNOWLEDGE ABOUT THE SUN-EARTH-MOON SYSTEM},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {298-311},
	abstract = {Inquiry-based educational contexts including observation of the Moon have been found to facilitate students{\textasciiacute} understanding of the Sun-Earth-Moon system. However, the role that the collected data play in the knowledge construction process is unclear, as the process that students develop from the collected data has not previously been reported. Use of data is considered one of the three competencies of scientific literacy, and this research focuses on analysing how eighty four pre-service teachers perform it. A five-level scale has been elaborated. Twenty written group reports and 5 oral data discussion have been analysed. Improvement in the students{\textquoteright} knowledge, especially in areas that had been reported to be problematic, is observed. Results show that the designed activities and group discussions help students take their data into consideration, establish comparisons and identify patterns. However, difficulties in identifying patterns and especially in explaining their causes arise and are discussed. The role of the teacher in the process of establishing the causes of the identified patterns stands out when oral discussions are analysed. Several interventions of the teacher are found to be the key for the students to be able to use the collected data to construct appropriate scientific knowledge. },
	keywords = {knowledge construction, phases of the Moon, pre-service teachers, use of data},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.298},
	url = {http://oaji.net/articles/2016/987-1482422315.pdf},
	author = {Araitz Uskola}
}
@article {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 {415,
	title = {THE EFFECT OF CONCEPT CARTOONS EMBEDDED WITHIN CONTEXT-BASED CHEMISTRY: CHEMICAL BONDING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {96-108},
	abstract = {The aim of this study was to investigate the effect of concept cartoons embedded within context-based learning approach on 8th grade students{\textquoteright} alternative conceptions of {\textquotedblleft}chemical bonding{\textquotedblright}. Within a nonequivalent pretest-posttest control group design, the study was conducted with 45 8th grade students. To gather data, Chemical Bonding Concept Test (CBCT) with 16 multiple choice questions and clinical interviews with 5 open-ended questions was used to probe their conceptions. Clinical interview questions were prepared in parallel with the same alternative conceptions asked in the CBCT. At the end of the study, context-based approach was found effective at remedying alternative conceptions about chemical bonding. On the other hand, although concept cartoons are found powerful tools to remedy alternative conceptions about chemical bonding, they did not show an extraordinary effect. This suggests that we may need to use more than one intervention method to effectively remedy the alternative conceptions in chemical bonding.},
	keywords = {Alternative Conception, Chemical bonding, concept cartoons, context-based approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.96},
	url = {http://oaji.net/articles/2016/987-1462908297.pdf},
	author = {Neslihan {\"U}ltay}
}
@article {409,
	title = {THE EFFECTS OF WEB-BASED EDUCATIONAL SOFTWARE ENRICHED BY CONCEPT MAPS ON LEARNING OF STRUCTURE AND PROPERTIES OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-19},
	abstract = {Current study aimed to examine the effects of web-based instructional material enriched by concept maps, the academic achievement of 7th graders in {\textquotedblleft}Structure and Properties of Matter" unit. The study utilized a quasi-experimental model with pretest-posttest control group design. A sample of the study was composed of 58 students. {\textquotedblleft}Structure and Properties of Matter" unit was taught to the experimental group with computer assisted teaching method, while the same unit was taught to control group by using traditional teaching methods. {\textquotedblleft}Structure of Matter Achievement Test{\textquotedblright}, {\textquotedblleft}Science and Technology Attitude Scale{\textquotedblright} and {\textquotedblleft}Computer Attitude Scale{\textquotedblright} were used as data collection tools. The results showed that web-based teaching method was more effective compared to traditional teaching methods in increasing academic achievement in science and technology classes and there is no statistically significant difference in both group attitudes towards Science and Technology Class or computers. },
	keywords = {academic achievement, computer attitude, concept maps, structure of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.07},
	url = {http://oaji.net/articles/2016/987-1462907888.pdf},
	author = {Evrim Ural and Orhan Ercan}
}
@article {413,
	title = {HELPING PRE-SERVICE SCIENCE TEACHERS TO UNDERSTAND ATOMISM THROUGH OBSERVATIONS AND EXPERIMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-84},
	abstract = {Current atom concept teachings haven{\textquoteright}t reached required levels from the points of both teaching methods and learning attainments. With this purpose in this research atom concept is conveyed to the classroom milieu through observations and experiments related to the atom concept during historical development process starting with the masterpiece of, the carrier of the atom thoughts of Antiquity to our age, Roman philosopher Lucretius, namely De Rerum Natura. The study has conducted thoughts regarding the atom in ancient and subsequent history under six headings teaching modules that would span over 11 weeks. The participants in the study were 73 pre-service science teachers. The two-tier multiple-choice diagnostic test was developed. In the analysis of the results of the test, after test hypotheses were proved, the single-factor ANOVA was employed for related samples, while frequency analysis was used for the content of the views of the participants and percentages were calculated to observe the change in alternative conceptions. },
	keywords = {atom concept, concept of the atom in antiquity, experiments and observations, Titus Lucretius Carus},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.64},
	url = {http://oaji.net/articles/2016/987-1462908203.pdf},
	author = {Ayse Oguz Unver and Sertac Arabacioglu}
}
@article {433,
	title = {THINKING IN TERMS OF VARIABLES: THE CONCEPT OF THE SHADOW},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {295-310},
	abstract = {The aim of the research was to explore the ideas prospective science teachers (N=51) had about the variables of object size, shape and light transmission that have an impact on shadow formation, using a scientific activity based on Inquiry-Based Science Education (IBSE). In this qualitative study, the measurement tool comprises 3 questions. The first question examines how the participants define the concept of shadow while the second question focuses on the variables of the size of the object, its shape, and its light transmission. The participants were asked to explain whether these variables would produce a shadow. The last question was devised in the atmosphere of an activities laboratory in which the absorption and reflection properties of light were explored. The NVi10 program was utilized for data analysis. At the end of the research, it was observed that the prospective teachers were not able to define the concept of the shadow in scientific terms and even if they knew the basic variables related to shadow formation, they could not exactly explain new situations when the variables were manipulated. },
	keywords = {Prospective Science Teachers, qualitative data, shadow science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.295},
	url = {http://oaji.net/articles/2016/987-1479496832.pdf},
	author = {Ayse Oguz Unver}
}
@article {404,
	title = {ASSESSING THE STUDENTS{\textquoteright} UNDERSTANDING RELATED TO MOLECULAR GEOMETRY USING A TWO-TIER DIAGNOSTIC TEST},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {839{\textendash}855 },
	abstract = {In this research, the comprehension levels and misconceptions of university students on the subject of molecular geometry were determined via a two-tier diagnostic test consisting of 25 items developed by researchers. It was applied on 110 university students. The reliability and validity tests and item analyses were conducted in relation to the test, and the difficulty and discrimination indices of the items were detected. The reliability coefficient of the test was found to be 0.856 while the mean difficulty value of the test was 0.487. According to the findings obtained from the second tier of the test containing open end questions, the students had a great deal of wrong information and numerous misconceptions in relation to the molecular geometry. Such statements as {\textquotedblleft}atoms move in the resonance structure{\textquotedblright} and {\textquotedblleft}bond angles of two molecules having a trigonal pyramidal shape cannot be different{\textquotedblright} are counted among the most important misconceptions determined in the study. },
	keywords = {molecular geometry, two-tier diagnostic test, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.839},
	url = {http://oaji.net/articles/2015/987-1450982620.pdf},
	author = {Melis Arzu Uyulgan and Nalan Akkuzu and {\c S}enol Alpat}
}
@article {340,
	title = {A CROSS-CULTURAL STUDY ON FRESHMEN{\textquoteright}S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {The purpose of this study was to measure the freshmen{\textquoteright}s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8\%), Slovakia (212, 21.3\%), Slovenia (217, 27.3\%) and Turkey (235, 23.6\%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. },
	keywords = {human evolution, nature of science, non-scientific explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.06},
	url = {http://oaji.net/articles/2015/987-1437062033.pdf},
	author = {Andrej {\v S}orgo and Muhammet Usak and Milan Kubiatko and Jana Fan{\v c}ovi{\v c}ova and Pavol Prokop and Miro Puhek and Jiri Skoda and Mehmet Bahar}
}
@article {401,
	title = {DEVELOPING THE CONTEXT-BASED CHEMISTRY MOTIVATION SCALE: VALIDITY AND RELIABILITY ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {809{\textendash}820 },
	abstract = {In order to explain chemistry subjects by linking them to everyday life and accordingly, to improve the quality of education, context-based learning has come into use widely in chemistry teaching recently. The aim of this study is to develop a scale to determine secondary school students{\textquoteright} motivations towards chemistry activities supported with context-based learning. Validity and reliability analysis of the scale were done with the participation of 525 high school students. To determine the structural validity of the scale, exploratory factor analysis was done. The factor analysis concluded that the scale had a three-factor structure with 20 items. Cronbach Alpha internal consistency coefficient of the scale was calculated to be 0.91. Cronbach Alpha internal consistency coefficients of sub dimensions were found to be 0,84; 0,80 and 0.81 respectively. In the light of the findings of this study, the scale developed is concluded to be of use in determining high school students{\textquoteright} motivations towards context-based chemistry. 
  
},
	keywords = {chemistry teaching, context-based chemistry, high school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.809},
	url = {http://oaji.net/articles/2015/987-1450982393.pdf},
	author = {Ay{\c s}em Seda {\"O}nen and Fatma Merve Ulusoy}
}
@article {364,
	title = {THE EFFECTS OF SIMULATION-BASED AND MODEL-BASED EDUCATION ON THE TRANSFER OF TEACHING WITH REGARD TO MOON PHASES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {327{\textendash}338 },
	abstract = {Several researchers have investigated the knowledge of the causes of moon phases and how to promote the scientific understanding of these phases. However, these scholars did not determine whether this learning was transferred to the following education. The purpose of this study was to investigate the effectiveness of two different types of education on the transfer of learning with regard to astronomy content. No significant change in the understanding of the moon{\textquoteright}s phases was observed between the groups, but a significant change in the transfer scores of the groups was observed. This result could indicate that the education increased the participants{\textquoteright} understanding of moon phases and that the participants in the simulation group were able to more adequately transfer their knowledge. The alternative conceptions of the causes of the moon phases were transferred to the context of the earth{\textquoteright}s phases. In other words, alternative conceptions are transferred to new learning situations. Therefore, the alternative conceptions that the participants hold should be carefully observed when new learning is transferred.},
	keywords = {earth phases, Moon phases, pre-service teacher, simulations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.327},
	url = {http://oaji.net/articles/2015/987-1437678890.pdf},
	author = {Sedat U{\c c}ar}
}
@article {391,
	title = {TEACHER EDUCATORS{\textquoteright} VIEWS OF {\textquotedblleft}MODEL{\textquotedblright} CONCEPT AND THEIR MENTAL MODELS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {674{\textendash}694 },
	abstract = {The aim of this study is to reveal teacher educators{\textquoteright} views of model and also to determine their mental models about it. Phenomenographic research design has been carried out in this study. The sample of study consists of 14 teacher educators from education faculties of different universities in Turkey. Semi-structured interviews that consisted of 7 questions were used to collect data. Besides, sample was asked draw a concept map on {\textquotedblleft}model{\textquotedblright} in the last interview question. Results have shown that teacher educators give similar responses including unqualified explanations to the interview questions related to the definition of model, characteristics of them, and the objectives of using models. It can also be asserted, that teacher educators do not have scientific understanding on the modeling process. The analyses of their responses to the interview questions and their concept maps have shown that most of the teacher educators in the sample have proximate or goal oriented mental models of the {\textquotedblleft}model{\textquotedblright}. Considering the results, it is suggested that teacher educators should not only follow the new theories, methods, or the applications in related literature theoretically, but also employ different theories, methods, or applications such as models and modeling in their courses.},
	keywords = {mental model, models and modeling, teacher educators},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.674 },
	url = {http://oaji.net/articles/2015/987-1450981530.pdf},
	author = {Suat Unal and Gunay Pal{\i}c Sadoglu and Ummu Gulsum Durukan}
}
@article {356,
	title = {TURKISH TEACHERS{\textquoteright} OPINIONS ABOUT SCIENCE-TECHNOLOGY-SOCIETY-ENVIRONMENT ACQUISITIONS IN SCIENCE AND TECHNOLOGY COURSE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {216-230},
	abstract = {The purpose of this study is to examine teacher opinions about science-technology-society-environment (STSE) acquisitions in Turkish Science and Technology Course Curriculum (TSTC). For this purpose, semi-structured interviews were performed with teachers. The participants were addressed questions about their awareness of STSE acquisitions and their in-class activity about these acquisitions. Learning fields of the teachers, the contents of these fields and the opinions of the teachers about STSE pointed out that their awareness level about STSE acquisitions was low. On the other hand, most of the teachers stated that there was enough and comprehensible information about STSE acquisitions in TSTC. The results of this study revealed that most of the teachers were not able to realize these acquisitions in the courses because of a lack of time or equipment and overcrowded classes. },
	keywords = {science and technology course curriculum, science-technology-society-environment acquisitions, teacher opinions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.213},
	url = {http://oaji.net/articles/2015/987-1437063174.pdf},
	author = {Dilek Erduran Avci and Nazmiye Sadiye Onal and Muhammet Usak}
}
@article {276,
	title = {THE RELATIONSHIP BETWEEN SELF-EFFICACY, SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT: A PATH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {21-33},
	abstract = {This structural equation modeling study aimed to investigate both direct and indirect relationships among self-efficacy for learning and performance, cognitive self-regulated learning strategies (CSR), metacognitive self-regulated learning strategies (MSR), time and study environmental management strategies (TSEM), effort regulation strategies and biology achievement of Turkish high schools students. Results of a path analysis showed that students who have high self-efficacy, MSR, TSEM and organizational strategies to complete a task in the face of difficulties can become successful in biology. Also, the findings were found that higher levels of self-efficacy directly associated with CSR, MSR, TSEM and effort regulation strategies. Moreover, mediator analyses explained several mediator effects between these variables that are discussed with the importance of motivational and learning strategies in achievement.},
	keywords = {biology achievement, resource management strategies, self-efficacy, self-regulated learning strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.21},
	url = {http://oaji.net/articles/2015/987-1425757563.pdf},
	author = {Ozlem Sadi and Miray Uyar}
}
@article {243,
	title = {ASSESSMENT OF PRESERVICE TEACHERS{\textquoteright} KNOWLEDGE AND ATTITUDES REGARDING BIOTECHNOLOGY: A CROSS-CULTURAL COMPARISON},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {78-93},
	abstract = {This study examines the level of knowledge of and attitudes toward biotechnology of preservice teachers from Lebanon, Lithuania, Slovakia and Turkey. Data were gathered from a total of 768 preservice teachers from these four countries. The Biotechnology Knowledge Questionnaire and the Biotechnology Attitude Questionnaire were used for data collection. Three-way MANOVA was conducted to analyze the cross-cultural data. The results revealed that preservice teachers{\textquoteright} knowledge of biotechnology in all four samples was below average. The results also demonstrated that there were significant differences in attitude towards biotechnology among preservice teachers in the four countries. In addition, significant gender differences were observed between male and females. Implications for teaching and further research are discussed.},
	keywords = {Attitude, biotechnology, cross-cultural, knowledge},
	issn = {78-93},
	doi = {https://doi.org/10.33225/jbse/12.11.78},
	url = {http://oaji.net/articles/2014/987-1419167090.pdf},
	author = {Mehmet Erdo{\u g}an and Murat {\"O}zel and Saouma BouJaoude and Vincentas Lamanauskas and Muhammet U{\c s}ak and Pavol Prokop}
}
@article {256,
	title = {ELEMENTARY SCHOOL PUPILS{\textquoteright} SELF EFFICACY TOWARDS SCIENCE AND TECHNOLOGY LESSON},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {203-215 },
	abstract = {This study is aimed at determining the 6th, 7th, 8th grade pupils{\textquoteright} level of self-efficacy towards Science and Technology lesson and also determining the levels of its sub-dimensions including confidence in Science and Technology lesson, the ability to cope with the difficulties in Science and Technology and the confidence in performing Science and Technology tasks. This study investigates whether there is a meaningful difference in elementary school pupils{\textquoteright} self-efficacy of Science and Technology and its sub-dimensions regarding variables such as gender, grade level, and the level of parents{\textquoteright} education, reading scientific books and watching scientific documentaries. With this aim, in this study {\textquotedblleft}Personal Information Form{\textquotedblright} and {\textquotedblleft}Science and Technology Lesson Self-Efficacy Scale{\textquotedblright} have been used. The sample of this study consists of 705 pupils. As a result of the study, it has been concluded that the elementary school pupils{\textquoteright} self-efficacy of Science and Technology and its sub-dimensions are at a high level (=agree level). In addition, while the elementary school pupils{\textquoteright} self-efficacy towards Science and Technology lesson differ in terms of grade, level of parents{\textquoteright} education and profession, reading scientific books and watching scientific documentaries variables, there hasn{\textquoteright}t been found a meaningful difference for the gender variable.},
	keywords = {elementary school pupils, Science and technology, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.203},
	url = {http://oaji.net/articles/2014/987-1419168087.pdf},
	author = {Esra U{\c c}ak and H{\"u}seyin Ba{\u g}}
}
@article {231,
	title = {GOOD PREDATORS IN BAD STORIES: CROSS-CULTURAL COMPARISON OF CHILDREN{\textquoteright}S ATTITUDES TOWARDS WOLVES},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {229-242 },
	abstract = {In this study 103 children (aged 7 {\textendash} 12 years) from two distinct countries with relatively low (Slovakia) and high (Turkey) wolf population density were interviewed to examine children{\textquoteright}s overall interest in wolves, their knowledge of wolves, the effects of their keeping pets and their reading stories about wolves. Children in both countries showed considerable factual knowledge about wolves, but the importance of wolves in nature was poorly understood. Perceptions of wolves in stories were generally negative and there was a significant effect from stories which generated fear and sympathy towards wolves suggesting that stories may have a significant impact on children{\textquoteright}s emotions. Turkish children reported their experience with less drastic stories about wolves and their interest in wolves was significantly higher and their fear of wolves was conversely lower, compared to the reactions of Slovakian children. The more the students were engaged in nature related activities, e.g. watching natural history films and walking in areas of nature, the less they demonstrated fear of wolves.},
	keywords = {animals, children, predators},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547670.pdf},
	author = {Pavol Prokop and Muhammet Usak and Mehmet Erdogan}
}
@article {193,
	title = {A CROSS-NATIONAL STUDY OF CZECH AND TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS ICT USED IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {119-134},
	abstract = {This paper focuses on differences of attitudes related to information and communication technologies among Czech and Turkish university students. Student attitudes were evaluated summatively and with respect to gender, year, country, and type of residential area (town/village). Student attitudes were measured by a modified version of the Information and Communication Technologies Attitudes Questionnaire (Kubiatko \& Hal{\'a}kov{\'a}, 2009). The sample consisted of a total of 770 unversity students (316 Czech and 454 Turkish). The data analysis included factor analysis, MANCOVA, ANOVA, and t-test. The factor analysis yielded five dimensions: 1) Influence of ICT on teaching process, 2) Influence of ICT on human body and environment, 3) Using of ICT in teaching, 4) School and ICT, 5) ICT as didactic equipment. As a result, students from the Czech Republic, male students, sophomores, and students living in town showed more positive attitudes in comparison to other respective groups.},
	keywords = {attitudes, information and communication technologies, Questionnaire, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171457.pdf},
	author = {Milan Kubiatko and Muhammet Usak and Kursad Yilmaz and Mehmet Tasar}
}
@article {167,
	title = {ASSESSMENT OF E-LEARNING COURSE DELIVERY FOR MECHANICAL ENGINEERING STUDENTS AT THE UNIVERSITY OF BOTSWANA},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {44-53},
	abstract = {The paper presents results of a study on students{\textquoteright} perception of the eLearning technology, namely WebCT/Blackboard.  The study was carried out at the University of Botswana (UB) during the first semester of 2007/2008 academic year.  Several mechanical engineering courses were delivered using a blended method, i.e. online resource (eLearning) and traditional face to face approach.  An electronic questionnaire was administered to a cohort of third year mechanical engineering students for the study.  The questionnaire consisted of 92 items that covered such areas as facilities, resources, access, instruction and quality issues.  An open ended section enabled students to comment on other issues related to the course delivery.  The paper discusses the challenges of using eLearning and proffers recommendations to ensure that the maximum benefit is derived from technological investment and staff effort. The results show that students were very receptive of ICT based course delivery. },
	keywords = {access, eLearning, ICT, mechanical engineering students, WebCT/Blackboard},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720607.pdf},
	author = {Moses Tunde Oladiran and Jacek Uziak}
}
@article {180,
	title = {CHILDREN{\textquoteright}S CONCEPTIONS OF ANIMAL BREATHING: A CROSS {\textendash} AGE AND CROSS {\textendash} CULTURAL COMPARISON},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {191-207 },
	abstract = {Research on children{\textquoteright}s ideas about biological phenomena showed that their interpretations of natural phenomena often differ from those of scientists. The purpose of this study was to investigate children{\textquoteright}s ideas about animal breathing systems. This study was descriptive in nature and consisted of a cross age and cross cultural design involving the collection of qualitative data from a total of 549 children from two distinct countries, Slovakia (n = 248) and Turkey (n = 301). The results revealed that understandings of invertebrates breathing systems were generally poorer than understandings of vertebrates breathing systems. Turkish children acquired better scores than Slovakian children. Although some children were able to identify breathing organs of animals, they had difficulties with describing how breathing works.},
	keywords = {alternative conceptions, breathing, primary children},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740367.pdf},
	author = {Pavol Prokop and Muhammet Usak and Murat {\"O}zel and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {171,
	title = {TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {88-96},
	abstract = {Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the {\textquotedblleft}attitude-achievement hypothesis{\textquotedblright}. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.},
	keywords = {attitudes, biology education, science education research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739741.pdf},
	author = {Muhammet Usak and Pavol Prokop and Mustafa Ozden and Murat Ozel and Kadir Bilen and Mehmet Erdogan}
}
@article {156,
	title = {CHANGING STUDENTS{\textquoteright} MISCONCEPTIONS OF FLOATING AND SINKING USING HANDS-ON ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {134-146},
	abstract = {The aim of this study is to develop hands-on activities and to investigate their effects in changing students{\textquoteright} misconceptions of floating and sinking. It was conducted with 28 eighth-grade students. To assess students{\textquoteright} understanding and the effects of the instruction based on hands-on activities, a diagnostic test, Floating and Sinking Conceptual Test (FSCT), was employed in the study. It was found out that the instruction based on hands-on activities did have a significant positive effect on students{\textquoteright} understanding of flotation concepts and rules. Moreover, the hands-on activities designed for eight problematic areas where students commonly had difficulties helped them to replace their misconceptions with the scientific ones. It is suggested that further studies should be undertaken to highlight the question {\textquoteleft}Does the conceptual change strategy used in this study affect students{\textquoteright} long-term memory?{\textquoteright}},
	keywords = {conceptual change, hands-on activities, science education, sinking and floating},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719938.pdf},
	author = {Suat Unal}
}
@article {145,
	title = {INVESTIGATING PROSPECTIVE TEACHERS{\textquoteright} SATISFACTION WITH SOCIAL SERVICES AND FACILITIES IN TURKISH UNIVERSITIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {17-26},
	abstract = {The purpose the study was to investigate the satisfaction level of prospective chemistry teachers with social services and facilities offered by their department and faculty, and also explore the effects of gender and university on the student satisfaction. 101 last year students in the chemistry teaching major in four different universities in Turkey participated in the study. The instrument, Prospective Science Teacher Satisfaction Questionnaire (PSTSQ) was used for data collection. PSTSQ consists of seven sub-themes on a five point Likert type scale. Pilot testing of the instrument indicated that Cronbach alpha (α) was 0.887. The findings revealed that prospective chemistry teachers expressed average level of satisfaction with social services and facilities provided by their faculties and departments. Furthermore, statistical analysis showed that there was no effect of gender on the satisfaction with social services and facilities, but the university enrolled strongly contributed to students{\textquoteright} satisfaction.},
	keywords = {prospective chemistry teacher, satisfaction, social services and facilities},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288927.pdf},
	author = {Mehmet Erdogan and Muhammet Usak and Halil Aydin}
}
@article {150,
	title = {SCIENCE EDUCATION JOURNALS AND CITATION INDEXES: WHAT SHOULD WE DO?},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Editorial},
	chapter = {62},
	abstract = {We are now glad to release the second issue of the third volume. In this issue there are four articles, again from a diverse set of topics and regions of the globe.  In the past seven years JBSE has become known by almost every colleague in our field. Thus, we are receiving an increasing number of manuscripts every month. We would like to take this opportunity and thank all of our authors and diligent reviewers.
We had gone through considerable difficulty to decide and choose articles for publication. We thank the members of the editorial board for doing the hard work in reviewing manuscripts and providing feedback to both authors and the editorial office.
As you{\textquoteright}ll see there are 4 articles published in this issue. Authors are from 4 different countries. 
Considering increasing impact of modern technologies on everyday lives of all peoples, science education receives greater attention of both researchers general public than previously. This situation resulting in high number of manuscripts submission in this field and consequently the number of specialized journals also continuously increase. Unfortunately, the vast majority of science education journals are still not indexed in the most prestigious scientific database, the Social Sciences Citation Index (SSCI). From our point of view, only quality of published papers can help us to increase the number of SSCI journals in the field of science education. Thus, both contributors and editors together with referees in this situation have very difficult task, because only selection of best quality papers provides a chance to a journal to be indexed in SSCI. However, the main goal of a review process is not just dichotomously dividing papers on {\textquotedblleft}Good{\textquotedblright} and {\textquotedblleft}Poor{\textquotedblright} group, as it is currently common practice in top tiered science education journals which are swamped by papers from all over the world. Instead, we appeal on both referees for objective, but picky reviews, and editors for patience in providing another chance for paper re-submissions, especially for inexperienced authors. We suggest that this is the only way how to honestly increase the quality of published papers and reaching indexing our new science education journals in prestigious databases. 
Anna Uitto (Finland), Fatma Aggul (Turkey),  Janis Gedrovics (Latvia), Jari Lavonen (Finland), Erdal Sonmez (Turkey),  Kalle Juuti (Finland), Mehmet Bahar (Turkey), Mehmet Yalcin (Turkey),  Murat Ozel (Turkey), Metin Acikyildiz (Turkey), Pavol Prokop (Slovakia), Muhammet Usak (Turkey),  Ren{\={a}}te Kalnina (Latvia), Reijo Byman (Finland) and Veijo Meisalo (Finland).},
	keywords = {academic journals, citation index, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719475.pdf},
	author = {Pavol Prokop and Muhammet Usak}
}
@article {152,
	title = {SCIENCE STUDENT TEACHERS{\textquoteright} IDEAS OF THE HEART},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {78-85},
	abstract = {The purpose of this study was to find out the level of science student teachers{\textquoteright} understanding about the internal structure of the heart. The drawing method was applied to achieve this purpose with 120 third year science student teachers. The analysis of their drawings revealed that the majority of the science student teachers have several misconceptions as well as inadequate knowledge in terms of the heart{\textquoteright}s internal structure. The importance of the findings was critically analysed in the light of the literature, and some suggestions were proposed to remedy the emerged problems. },
	keywords = {drawing method, heart structure, students{\textquoteright} ideas},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719630.pdf},
	author = {Mehmet Bahar and Murat Ozel and Pavol Prokop and Muhammet Usak}
}
@article {153,
	title = {STUDENTS{\textquoteright} MOTIVATIONAL ORIENTATIONS AND CAREER CHOICE IN SCIENCE AND TECHNOLOGY: A COMPARATIVE INVESTIGATION IN FINLAND AND LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {86-102},
	abstract = {This paper examines lower secondary school students{\textquoteright} motivational orientations on the characteristics of science and technology occupations. The survey data of 9th grade students were collected in spring 2003, in Finland from 75 schools (3626 students) and in Latvia from 39 schools (1065 students). An exploratory factor analysis was used to describe the students{\textquoteright} orientations towards the characteristics of or activities typical to occupations. The multi-group confirmatory factor analysis was used for the simultaneous analysis of Finnish and Latvian data and the factorial invariance across the two separate data was confirmed. The factors were named: Personally meaningful, Leadership, Craft, Nature, Innovation, and Social orientation. Characteristics related especially to Personally meaningful orientation, and also to Innovation and Social orientations appeared most important for choice of future occupations. Boys, on the average, were much more oriented towards conventional technology than girls, whereas girls had much stronger Personally meaningful, Nature, and Social orientations than boys reflecting traditional role models. },
	keywords = {career choice, comparative study, motivation, science and technology education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719696.pdf},
	author = {Jari Lavonen and Janis Gedrovics and Reijo Byman and Veijo Meisalo and Kalle Juuti and Anna Uitto}
}
@article {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 {116,
	title = {ENHANCING LEARNING THROUGH MULTIPLE INTELLIGENCES IN ELEMENTARY SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {61-69},
	abstract = {The goal of this research is to investigate whether there is a significant difference between multiple intelligence instruction and traditionally designed science instruction on 7th grade students{\textquoteright} understanding of concept with the {\textquotedblleft}The Structure of Material and Its Transformation{\textquotedblright} unit and attitudes toward science. Two classes, each with 27 students were randomly selected. The experimental group was instructed though MI strategies, whereas the control group was utilized with traditional methods. The measurement instruments utilized were Chemistry Achievement Test and Science Attitude Scale. As a result of this study it was found out that multiple intelligence theory, when compared to the traditional learning method, created positive effects on students{\textquoteright} success and attitudes toward science as a school subject. },
	keywords = {multiple intelligence theory, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234896.pdf},
	author = {Esra Ucak and Huseyin Bag and Muhammet Usak}
}
@article {114,
	title = {TO WHAT EXTENT SCIENCE TEACHERS ARE CONSTRUCTIVIST IN THEIR CLASSROOMS?},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {40-50},
	abstract = {The primary science curricula have strong constructivist elements since 2000 in Turkey. As the creator of the learning environments it is the teacher who determines its quality. The purpose of this research is to determine if science teachers{\textquoteright} behaviour and thoughts are consistent with what the primary science curriculum in essence offers. The research was conducted with two researchers based on a qualitative design consisting of observation and interview with primary science teachers of Turkey. At the end, it was found that, although science teachers have constructivist ideas they do not behave in constructivist manner in the classroom. },
	keywords = {constructivism, primary science teacher, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234765.pdf},
	author = {Gul Unal and Ercan Akpinar}
}
@article {108,
	title = {TURKISH UNDERGRADUATE STUDENTS{\textquoteright} PERCEPTIONS ON THE FACTORS AFFECTING THE PROCESS OF THEIR LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {50-60},
	abstract = {In this study, science (physics, chemistry and biology) undergraduate students{\textquoteright} perceptions about the roles of student and lecturer, nature of knowledge, and student{\textquoteright}s task in examination was investigated. Besides, comparison of students{\textquoteright} perceptions was made in these four points with four class levels. A version of Perry Model developed by Finster was used in this study. This model shows how students develop from a simplistic stance on the nature of knowledge to one which is more pluralistic and contextual. The results showed that university learning environment positively effected the science undergraduate students{\textquoteright} perceptions about role of lecturer, taking responsibility for their own learning, autonomous learning, and self expression. In addition, obtained findings can be a guide for redesign of learning environments in undergraduate science education.},
	keywords = {intellectual development, Perry model, students{\textquoteright} perceptions, the process of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214335.pdf},
	author = {Erdal Senocak and Cezmi Unal}
}
@article {100,
	title = {CHALLENGES OF SUSTAINABLE DEVELOPMENT EDUCATION TO HIGHER EDUCATION IN LITHUANIA},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {68-79},
	abstract = {The establishment of a new personal approach and a current position on environment are the concerns of the scholars and educators in the majority of countries. Natural sciences on their own, although spreading broad but abstract knowledge of the world do not foster values and provisions essential for sustainable development education. In order to discover the ways and the scope of how sustainable development education has been introduced into educational programmes, the curricula of Bachelor and Master{\textquoteright}s studies of the University of Klaipeda, the University of {\v S}iauliai and Mykolas Romeris University have been revised. Assessment of postgraduate studies including the surveying of the staff dealing with the above mentioned curricula has been undertaken. The article discloses the issues relevant to higher education in Lithuania when encountering the problems of sustainable development education and takes a view on possible techniques of education as well as on the innovations of the curricula. The project-based technique applied for sustainable development education is a new, non-traditional way creating new opportunities of building up relationships between a student and an educator. },
	keywords = {project-based teaching, strategic abilities, sustainable development education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481285231.pdf},
	author = {Lidija U{\v s}eckiene and Vilija Targamadze}
}
