@article {1368,
	title = {CURRICULUM DEVELOPMENT BASED ON AN INTERDISCIPLINARY CONTEXT-BASED LEARNING APPROACH IN THE CONTEXT OF ELECTRICITY AND MAGNETISM},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {260-279},
	abstract = {This research is a needs analysis study aimed at developing a curriculum based on an interdisciplinary context-based learning approach within the 10th-grade physics course, focusing on the electricity and magnetism unit. The research was designed according to the case study model and data were collected from expert, teacher, and student sample groups through questionnaires and interview forms. Descriptive statistics were utilized for quantitative data analysis, while content analysis technique was employed for qualitative data. The results indicated that the physics curriculum continued to maintain a disciplinary perspective and a classical understanding of physics, with insufficient connection with daily life and adaptation to contemporary conditions. Similar results were identified in the 10th-grade physics textbooks and in-class instructional practices concerning the unit of electricity and magnetism. In this respect, the research identified the needs for developing a curriculum based on an interdisciplinary context-based learning approach to address these negative results. These needs, while enhancing interdisciplinary context-based understanding, can also contribute to the emergence of various opportunities and different perspectives in physics education. It is recommended to identify needs in other subfields of physics as well and develop curricula designed with an interdisciplinary context-based approach for more effective and efficient physics education.},
	keywords = {context-based learning, electricity and magnetism, high school students, Interdisciplinary Understanding, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.260},
	url = {https://oaji.net/articles/2023/987-1713272927.pdf},
	author = {Onur Yal{\c c}in and Fatma Sadik}
}
@article {1366,
	title = {DEVELOPMENT AND EFFECTIVENESS OF THE E-SKY MODULE BASED ON PBL IN THE TEACHING AND FACILITATION PROCESS OF EARLY SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {221-239},
	abstract = {In recent years, there has been a growing concern in science education on the enhancement of preschoolers{\textquoteright} knowledge and motivation for concepts by implementing efficient teaching methods. This study explored the development and effectiveness of the E-sky Module in increasing the development of preschoolers in Project-based Learning (PBL) activities conducted both within and outside of preschool. This study employed the Design and Development Research (DDR) approach, incorporating many research methods. During the qualitative interviews conducted in the needs analysis phase, three different themes related to the difficulties encountered by teachers when conducting early science projects were meticulously recorded and analysed. Based on a quantitative analysis completed by three experts in the field, this E-sky Module has been determined to have a substantial level of validity and a satisfactory level of reliability. This is evidenced by a Cronbach{\textquoteright}s alpha coefficient of (p < .82) observed. Moreover, throughout the evaluation phase, four distinct themes were effectively reported, suggesting that this module significantly contributed to the comprehensive development of preschoolers. Hence, future studies should explore the potential of enhancing knowledge acquisition through promoting motivation and the emergence of conducive learning environments in the context of PBL.},
	keywords = {facilitation process, learning module, Project-based learning, scaffolding, teaching pedagogical},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.221},
	url = {https://oaji.net/articles/2023/987-1713272763.pdf},
	author = {Azam Ghazali and Mohamad Ashari, Z. and Joanne Hardman and Abu Yazid, A.}
}
@article {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 {1306,
	title = {DEVELOPING AN ATTITUDE SCALE TOWARDS SCIENCE AND TECHNOLOGY COURSES: A STUDY OF VALIDITY AND RELIABILITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {641-652},
	abstract = {Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS{\textquoteright}s construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students{\textquoteright} attitudes towards the teaching process, with 13 items. The second dimension assesses students{\textquoteright} negative attitudes, including five items. The third dimension evaluates students{\textquoteright} attitudes towards experiments, containing five items.},
	keywords = {attitude scale development, attitude toward science and technology courses, science and technology lesson},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.641},
	url = {https://oaji.net/articles/2023/987-1693507893.pdf},
	author = {Sinem Yalgin and Kemal Akkan Batman and Mert Bastas}
}
@article {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 {1305,
	title = {THE FEASIBILITY OF AUTHENTIC ASSESSMENT INSTRUMENT THROUGH VIRTUAL LABORATORY LEARNING AND ITS EFFECT ON INCREASING STUDENTS{\textquoteright} SCIENTIFIC PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {631-640},
	abstract = {In the virtual laboratory learning process, students{\textquoteright} scientific abilities in solving a problem are very important to explore. This study aims to develop classroom-based authentic assessment instruments through virtual laboratory learning in chemistry to see an increase in students{\textquoteright} scientific performance. The research was conducted at a public high school in Langsa City with a sample of 11th-grade students Academic Year 2021/2022, the utilized subjects being a total of 118 students taken based on purposive sampling. The research data are needs analysis through interviews with chemistry teachers who have implemented technology-based learning, analyzing the feasibility of instruments through expert validation questionnaires before the learning process, and scientific performance through learning observation sheets during the learning process. The increase in students{\textquoteright} scientific performance data was then analyzed using the N-Gain formula and t-test to see the difference in improvement after the authentic assessment was applied. The results show that authentic assessment is feasible to use an increase in students{\textquoteright} scientific performance. From the small-scale test, the students{\textquoteright} scientific performance was a high category and there is a significant difference in improvement. The use of authentic assessment through virtual laboratories is expected to provide active learning solutions to improve student learning outcomes.},
	keywords = {authentic assessment, expert validation, scientific performance, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.631},
	url = {https://oaji.net/articles/2023/987-1693763628.pdf},
	author = {Muhammad Yakob and Ratih Permana Sari and Molani Paulina Hasibuan and Nahadi Nahadi and Sjaeful Anwar and El Islami, R. A. Z.}
}
@article {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 {1257,
	title = {RESEARCH-BASED TEACHING: ANALYZING SCIENCE TEACHERS{\textquoteright} PROCESS OF UNDERSTANDING AND USING ACADEMIC PAPERS TO TEACH SCIENTIFIC CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {57-72},
	abstract = {Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45{\textendash}hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.},
	keywords = {case study, research-based teaching, scientific creativity, teacher{\textquoteright}s learning process, teaching plan},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.57},
	url = {https://oaji.net/articles/2023/987-1676960659.pdf},
	author = {Jongwon Park and Hye-Gyoung Yoon and Insun Lee}
}
@article {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 {1232,
	title = {DEVELOPING A SUSTAINABLE DEVELOPMENT-ORIENTED PICTURE BOOK SELECTION SYSTEM THROUGH EMPLOYING THE MODIFIED DELPHI METHOD},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {967-988},
	abstract = {The concept of "sustainable development" was proposed to re-examine the human development model. Initiated by the United Nations, education for sustainable development (ESD) has become an important tool for educators to achieve sustainable development. Although "Early Childhood Education" (ECE) is often taken as a starting point of ESD, the concept of sustainable development is difficult to integrate into ECE because of its unfamiliarity among teachers. Therefore, picture books can be used to bolster ESD in ECE. This research aims to construct an appropriate book selection guide system that can assist them in selecting picture books independently, objectively, and efficiently through a focus group and modified Delphi method. The guide system is based on three major aspects, covering 8 main guidelines and 21 sub-guidelines. A sustainable development-oriented picture book is defined as {\textquotedblleft}a book that includes the core, values, and concept of sustainable development which can make readers aware of the balance between the environment, society and economy and that attempts to systematically explore problems, generate actions, and solve problems in relation to these three dimensions from a critical and global viewpoint."  in this study. },
	keywords = {Delphi method, Early childhood education, education for sustainable development, picture book},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.967},
	url = {https://oaji.net/articles/2022/987-1671187734.pdf},
	author = {Shin-Cheng Yeh and Hsin-Ya Li}
}
@article {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 {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 {1236,
	title = {NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1040-1051},
	abstract = {This study explores the phenomenon of {\textquoteright}school adaptation of novice primary school teachers{\textquoteright} in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a {\textquoteright}narrative{\textquoteright} methodology. Narrative inquiry starts with {\textquoteright}researcher{\textquoteright}s narrative{\textquoteright}, which begins with the researcher{\textquoteright}s own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools{\textquoteright} culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers.},
	keywords = {designing science lesson, novice teacher, science education, teacher agency, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1040},
	url = {https://oaji.net/articles/2022/987-1671188041.pdf},
	author = {Sungman Lim and Soyoung Yun}
}
@article {1190,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} DIFFICULTIES IN WRITING ARGUMENTS: IDENTIFYING CHALLENGES AND OPPORTUNITIES FOR SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {445-461},
	abstract = {In science education, the improvement in students{\textquoteright} ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of improvement in early primary school students{\textquoteright} ability to construct arguments and identify the types of difficulties encountered. Sixty-seven Japanese third-grade students (9{\textendash}10 years old) were taught to write arguments as specified by Zembal-Saul et al. (2012). The students were given two writing tasks before and after the lesson. To examine the students{\textquoteright} written arguments, each component of claim, evidence, and reasoning was scored based on a rubric. On comparing the scores of the pre-test and post-test writing tasks, it was found that 27 out of 67 students still had difficulty writing arguments during the post-test. An analysis of the students{\textquoteright} writing revealed four types of difficulties: {\textquoteleft}Incompleteness of components{\textquoteright}, {\textquoteleft}Inappropriateness of components{\textquoteright}, {\textquoteleft}Confusion between evidence and reasoning{\textquoteright}, and {\textquoteleft}Confusion between claim and evidence{\textquoteright}. This study offers insights pertaining to teaching implications and research recommendations. },
	keywords = {difficulties in writing arguments, elementary/primary school, explanation construction, small-sample quantitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.445},
	url = {https://oaji.net/articles/2022/987-1656443883.pdf},
	author = {Tomokazu Yamamoto and Shinichi Kamiyama and Tatsuya Tanaka and Etsuji Yamaguchi}
}
@article {1191,
	title = {SCIENCE TEACHERS{\textquoteright} THEORY-BASED TEACHING: CONNECTING A LEARNING CYCLE MODEL TO A LESSON PLAN},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-480},
	abstract = {This research examined theory-based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed.},
	keywords = {abductive thinking, hypothesis generation, learning cycle, lesson plan, theory-based teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.462},
	url = {https://oaji.net/articles/2022/987-1665989238.pdf},
	author = {Insun Lee and Jongwon Park and Hye-Gyong Yoon}
}
@article {1233,
	title = {SCIENCE TEACHING SELF-EFFICACY BELIEFS OF PRE-SERVICE TEACHERS: CONTEXT OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND VISUAL METAPHORS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {989-1003},
	abstract = {It is of great importance to examine the level of science teaching self-efficacy (SE), which is related to technological developments in primary school teacher education. It is seen that this subject is not addressed in the context of technological pedagogical content knowledge (TPCK) and visual metaphors. The purpose of this research was to examine the pre-service primary school teachers{\textquoteright} SE beliefs related to science teaching in terms of the TPCK levels and visual metaphors they created related to science teaching. For this purpose, qualitative and quantitative methods were used in the research. The research sample consisted of 75 pre-service primary school teachers. A metaphorical perception form, a science SE scale, and a TPCK scale were applied as data collection tools. It was found that the majority of pre-service teachers in science teaching had moderate and high SE and technological pedagogical content. It was also found that pre-service teachers{\textquoteright} science teaching SE levels were related to the sub-dimension levels of the TPCK. When the visual metaphors created by the pre-service teachers were associated with quantitative data, it was seen that as the SE level of the pre-service teachers increased, visual metaphors gained a quality from general to specific. It was also concluded that the metaphors of the pre-service teachers with high SE levels were formed in more detail and accurately, and the conceptual errors were reduced.},
	keywords = {pre-service teachers, primary school, science teaching, self-efficacy visual metaphors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.989},
	url = {https://oaji.net/articles/2022/987-1671187800.pdf},
	author = {Zeynep Y{\i}ld{\i}z}
}
@article {1240,
	title = {THE SCOPE OF SCIENCE PROCESS SKILLS AND THE 5E EDUCATIONAL MODEL IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1101-1118},
	abstract = {Science education focuses on the methods of thinking about and using process skills rather than memorizing scientific facts. 5E educational model aims to learn by discovering scientific knowledge and engaging students in learning environments. The aim of this study was to examine the articles in the field of education related to the 5E educational model and science process skills (SPS) according to some criteria. The search in databases was carried out to cover the articles conducted in the last twelve years (2010-2021). Over the last 12 years, 522 articles on the 5E educational model and science process skills have been examined. In this descriptive content analysis study, randomized sampling came to the fore as the preferred sampling method, lower-secondary school students as the sample type, 11-50 as the sample size, and studies in which the effectiveness of a method was tested as the research type, lower-secondary school science as the research discipline, quasi-experimental as a research design, achievement tests as data collection tools, and frequency/percentage/charts were frequently used in data analysis.},
	keywords = {5E educational model, descriptive content analysis, science education, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1101},
	url = {https://oaji.net/articles/2022/987-1671188373.pdf},
	author = {Seraceddin Levent Zorluo{\u g}lu and Yal{\c c}inkaya {\"O}nder, E. and Bet{\"u}l Timur and Serkan Timur and Elif G{\"u}ven{\c c} and Ilg{\i}m {\"O}zergun and Muzaffer {\"O}zdemir}
}
@article {1160,
	title = {TEACHERS{\textquoteright} PERCEPTIONS AND STEM TEACHING ACTIVITIES: ONLINE TEACHER PROFESSIONAL DEVELOPMENT AND EMPLOYMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {84-107},
	abstract = {This study addressed teachers{\textquoteright} perceptions of the effect of online teacher professional development programs (OTPDPs) on their professional development. This five-month study focused on four aspects of OTPDPs: (1) Teachers{\textquoteright} perceptions on OTPDPs, (2) the impact of OTPDPs on lesson planning, (3) the impact of OTPDPs on STEM teaching, and (4) the impact of OTPDPs in STEM education on teacher employment. The sample consisted of 36 teachers. An OTPDP tailored to STEM education was designed to help participants develop professional skills. This study adopted a qualitative type of research, which was a single case study.{\textquotedblright} Data were collected through interviews, videotapes, and lesson plans. The data were analyzed using content analysis. Participants had positive perceptions about OTPDPs. They stated that the OTPDP helped them plan and teach STEM better and gain pedagogical and content knowledge. It also allowed them to acquire technological self-efficacy. They also noted that OTPDPs helped teachers develop the skills that would make them more likely to be employed in the future. The results indicate that technological self-efficacy and Internet access are of paramount importance for effective OTPDPs.},
	keywords = {online professional development, STEM education, teacher perception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.84 },
	url = {https://oaji.net/articles/2022/987-1647117876.pdf},
	author = {Bekir Y{\i}ld{\i}r{\i}m and Ahmet Tayfur Akcan and Erdin{\c c} {\"O}cal}
}
@article {1201,
	title = {USING A MACHINE LEARNING APPROACH TO EXPLORE NON-COGNITIVE FACTORS AFFECTING READING, MATHEMATICS, AND SCIENCE LITERACY IN CHINA AND THE UNITED STATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {575-593},
	abstract = {Non-cognitive factors are considered critical aspects in shaping students{\textquoteright} academic achievement. This study aims to analyze and explore the mechanisms of the influence of non-cognitive factors on 15-year-old students{\textquoteright} abilities in China and the United States. Based on the Programme for International Student Assessment (PISA) 2018 education dataset, the Classification and Regression Tree (CART) model identifies and explains the factors. The study finds that there are 11 most influential common features in China and 9 in the United States. The two countries have 5 common features, the meta-cognition assess credibility, summarizing text ability, PISA test difficulty perception, science learning time, and school lessons numbers per week. Family economic status also impacts personal ability. Regarding subject characteristics, attitude towards failure is the determinant of reading and mathematics. Cooperation and competition among students help to improve mathematics and science. Furthermore, the comparison between the two countries concludes that self-awareness, family economic status, and school learning environment are critical to personal ability. The study concludes that it is necessary to foster a sense of healthy competition among students at the school level and provide more attention to students with low family socioeconomic status to improve their abilities.},
	keywords = {machine learning approach; non-cognitive factors; PISA 2018; personal ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.575},
	url = {https://oaji.net/articles/2022/987-1662186729.pdf},
	author = {Lu Ye and Yuqing Yuan}
}
@article {1159,
	title = {USING A THREE-TIER MULTIPLE-CHOICE DIAGNOSTIC INSTRUMENT TOWARD ALTERNATIVE CONCEPTIONS AMONG LOWER-SECONDARY SCHOOL STUDENTS IN TAIWAN: TAKING ECOSYSTEMS UNIT AS AN EXAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {69-83},
	abstract = {This research is conducted to identify the scientific conceptual cognition of ecosystem and the corresponding alternative conceptions by lower-secondary school students in Taiwan. Concept mapping, interviewing, and two-tier diagnostic test cannot make explicit reasoning pathways that students may use. Therefore, its purpose is to develop, validate, and utilize a three-tier multiple-choice diagnostic instrument for the ecosystem concept (TDIEC). The instrument can assist teachers in analyzing their students{\textquoteright} reasoning. This does not only distinguish alternative conceptions from lack of knowledge but also determines the percentages of false positives and false negatives. One hundred and six students were tested with this instrument in Taiwan. The data analysis reveals common alternative conceptions shared by students, indicating that 35.59\% of the samples had inaccurate conceptualizations of ecosystems. Common alternative conceptions of ecosystems include the following: (i) Only biological components constitute an ecosystem; (ii) The Venus flytrap and pitcher plants are preys; (iii) Competition is synonymous to predation; (iv) Ecological balance refers to the sustainable circulation of energy and matter in the environment; and (v) The simpler the species, the more stable the ecosystem. It concludes with the interpretation of the results, suggestions for the application of the TDIEC, and correct alternative conceptions in Ecology classes.},
	keywords = {alternative conceptions, ecosystem concepts, lower-secondary students, Three-Tier Diagnostic Instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.69},
	url = {https://oaji.net/articles/2022/987-1647117785.pdf},
	author = {Jun-Hui Yeo and Hsi-Hsun Yang and I-Hsuan Cho}
}
@article {995,
	title = {COMPARISON OF SCHOOL BASED-COOPERATIVE PROBLEM BASED LEARNING (SB-CPBL) AND CONVENTIONAL TEACHING ON STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {261-276},
	abstract = {This study examined the effect of the SB-CPBL on Jordanian 8th-grade students{\textquoteright} attitude towards science. A quantitative quasi-experimental design with a non-equivalent control group was employed in this study. 120 8th-graders, divided into two groups, were involved in this study. Two groups (60 students, 30 males, and 30 females) were designated as the experimental group; they used the SB-CPBL module for six weeks, while two groups (60 students, 30 males, and 30 females) were designated as the control group and taught conventionally. The validity and reliability of the measurements used, comprising four sub-scales with 40-items, were already robust. The statistical comparison between the groups showed a significant improvement in the SB-CPBL students{\textquoteright} attitudes towards learning science compared with their conventionally-taught counterparts. The findings also confirmed the insignificant effects of gender vis-{\`a}-vis attitudes towards science. The results concluded the effectiveness of SB-CPBL approach in improving students{\textquoteright} attitudes towards science in school settings.},
	keywords = {Cooperative learning, cooperative problem-based learning, Problem-Based Learning, students{\textquoteright} attitudes towards science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.261 },
	url = {http://oaji.net/articles/2021/987-1616866031.pdf},
	author = {Wael Musalamani and Ruhizan Mohammad Yasin and Kamisah Osman}
}
@article {1008,
	title = {CONCEPTIONS OF LEARNING SCIENCE IN INFORMAL ENVIRONMENTS AMONG PRIMARY SCHOOL STUDENTS IN MAINLAND CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {407-427},
	abstract = {Previous studies on students{\textquoteright} conceptions of learning science (COLS) have focused primarily on formal environments. In these studies, students{\textquoteright} COLS were positively associated with their approaches to and outcomes for science learning. However, little research has been conducted to explore students{\textquoteright} conceptions of learning science in informal environments (COLSIE), despite its importance to students{\textquoteright} academic achievement. To fill this research gap, this study qualitatively and quantitatively explored Chinese primary school students{\textquoteright} COLSIE. First, in Study I, interview data gathered from a group of 80 students were analysed using the phenomenographic method, and ten hierarchical categories of COLSIE emerged (e.g., communicating and explaining). Based on these categories, a survey was developed and distributed to another group of 414 students in Study II. Exploratory factor analysis was conducted to validate the survey, which revealed nine factors matching the ten categories except for the initial categories of applying and understanding. This study also revealed the commonalities and uniqueness of COLSIE in comparison with students{\textquoteright} COLS in formal environments. The findings suggested that informal science learning experiences may strengthen students{\textquoteright} impressions of science practices. Science educators are encouraged to provide their students with opportunities to engage with science practices in informal environments.},
	keywords = {primary school students; Mainland China; conceptions of learning science; informal environments; phenomenographic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.407},
	url = {http://oaji.net/articles/2021/987-1622791047.pdf},
	author = {De-An Li and Qin Zhao and Xiao-Qi Yang and Wan-Mei Li and Rui Dai and Yang Xiao and Bing Yu}
}
@article {1007,
	title = {CONSTRUCTING CORE TEACHING COMPETENCY INDICATORS FOR SECONDARY SCHOOL SCIENCE TEACHERS IN CHINA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {389-406},
	abstract = {Science teachers play a key role in successfully implementing science education reforms and providing all students with meaningful science learning opportunities. Therefore, what core teaching competencies do science teachers need to have in their practice? This study uses fuzzy Delphi technique and Analytic Hierarchy Process to approach the above problems. Experts from Chinese universities, secondary schools and educational research institutions were invited to participate in two rounds of Delphi process. The research results show that the four domains of core teaching competencies of science teachers and their 21 competencies have high content validity. Additionally, it can be concluded that the weights of core competencies of making learning objectives, raising pedagogical questions, stimulating learning motivation and analyzing course content ranked high, while the weights of core competencies of using information technology and multimedia, evaluating practical work, and presenting research results have received less attention. It is believed that the results of this study can enlighten the education reform of science teachers and promote the professional development of pre-service/in-service science teachers.},
	keywords = {Analytic Hierarchy Process, fuzzy Delphi, science teacher, teaching competence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.389},
	url = {http://oaji.net/articles/2021/987-1622790950.pdf},
	author = {Jianqiang Ye and Shuaishuai Mi and Hualin Bi}
}
@article {1097,
	title = {THE NATURE OF SCIENTIFIC EVIDENCE AND ITS IMPLICATIONS FOR TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {840-856},
	abstract = {Scientific evidence-based reasoning has been recognized as a form of reasoning that characterizes scientific thinking. This study questioned what scientific evidence means in the various types of scientific activities; that is, this study explored the nature of scientific evidence (NOSE). To do this, previous studies were examined to understand how scientific evidence was analyzed, evaluated, and utilized during the scientific activities of scientists or students in scientific or everyday situations. Through this process, seven statements were identified to describe the NOSE. This study explains these seven NOSE statements, constructs a process of scientific evidence-based reasoning as a structured form by reflecting these seven statements comprehensively, and discusses the practical implications for teaching science in schools. Finally, the limitations of this study are discussed, and possible directions for future studies are suggested. It is believed that the list of NOSE characteristics can provide a starting point for further elucidation and discussion of scientific evidence and helping students{\textquoteright} science learning in more authentic ways.},
	keywords = {evidence evaluation, evidence-based reasoning, evidence-based response, idea-based response, scientific evidence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.840},
	url = {http://oaji.net/articles/2021/987-1633680841.pdf},
	author = {Jongwon Park and Hye-Gyoung Yoon and Mijung Kim and Hunkoog Jho}
}
@article {1091,
	title = {STEM IN MOVIES: FEMALE PRESERVICE TEACHERS{\textquoteright} PERSPECTIVES ON MOVIE "HIDDEN FIGURES"},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {740-758},
	abstract = {Movies are informal teaching tools to make teaching relevant to a diverse group of students. The use of movies may enhance students{\textquoteright} interest in science, technology, engineering, and mathematics (STEM). They can be effective tools to build students{\textquoteright} interest in STEM fields and raise their awareness of STEM and STEM careers. This study purpose was to identify STEM-related topics in the movie {\textquotedblleft}Hidden Figures{\textquotedblright} and determine preservice female teachers{\textquoteright} views of it. The study sample included 19 female students. A qualitative phenomenological design research method was used. Data were collected using {\textquotedblleft}the Movie Hidden Figures{\textquotedblright} and a {\textquotedblleft}Semi-Structured Interview{\textquotedblright} forms. Qualitative data were analyzed using semiotics and content analysis. Analysis showed that Hidden Figures focus mostly on the theme of {\textquotedblleft}gender perception in science{\textquotedblright} as well as {\textquotedblleft}design process{\textquotedblright} and {\textquotedblleft}advances in technology.{\textquotedblright} Participants believed that the movie had messages mostly of negative gender perception in science. Despite that, movies emphasized that women can be mathematicians, engineers, and scientists as men. They also stated that gender equality is crucial in education. They also advocated that mathematics and engineering are essential for technological progress and female scientists can play a more active role for achievement.},
	keywords = {gender perception in science, hidden figures, preservice teachers, STEM education, women in movie},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.740 },
	url = {http://oaji.net/articles/2021/987-1633974420.pdf},
	author = {Bekir Y{\i}ld{\i}r{\i}m and Erdin{\c c} {\"O}cal and Emine {\c S}ahin-Topalcengiz}
}
@article {827,
	title = {CHEMISTRY TEACHERS{\textquoteright} ASSESSMENT LITERACY IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {76-90},
	abstract = {The aim of this research was to find out the assessment literacy level of chemistry teachers in Turkey. For the purpose of the research, different types of formative assessment techniques were included in the research. This research was conducted as a case study, which is a kind of qualitative research design. The participants in the research were 12 chemistry teachers working in different high schools in {\c S}anl{\i}urfa, one of the largest cities in south-eastern Turkey in 2017-2018 spring term. Research data were collected with a semi-structured interview form. Content analysis was performed on the research data. According to the results, chemistry teachers did not have sufficient perception and knowledge about diagnostic and formative assessment. Chemistry teachers{\textquoteright} perception related to objective of formative assessment techniques was very low and it was almost unfamiliar to them. Also, chemistry teachers had little perception about how formative assessment techniques should be prepared and what is their function. Their perception related to the interpretation/scoring of the results obtained from formative assessment techniques was almost non-existent. They had serious deficiencies related to formative assessment techniques and they focused on summative assessment rather than formative assessment and related techniques in their chemistry classes.},
	keywords = {assessment literacy (AL), chemistry teachers (CTs), formative assessment techniques (FATs), Turkey},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.76},
	url = {http://oaji.net/articles/2020/987-1581269707.pdf},
	author = {Mehmet Diyaddin Ya{\c s}ar}
}
@article {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 {914,
	title = {DEVELOPING AN INQUIRY AND HANDS-ON TEACHING MODEL TO GUIDE STEAM LESSON PLANNING FOR KINDERGARTEN CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {908-922},
	abstract = {When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students{\textquoteright} i-STEAM learning in kindergartens.},
	keywords = {Early childhood education, hands-on learning, inquiry teaching, lesson plan design, STEAM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.908},
	url = {http://oaji.net/articles/2020/987-1606572458.pdf},
	author = {Jon-Chao Hong and Jian-Hong Ye and Ya-Jiuan Ho and Huei-Ying Ho}
}
@article {885,
	title = {INFLUENCING FACTORS OF 10th GRADE STUDENTS{\textquoteright} SCIENCE CAREER EXPECTATIONS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {675-686},
	abstract = {Science career expectations can be affected by personal science beliefs and social supports. Framed in Expectancy-Value Models, this research studied the influence of science beliefs (science interest belief, self-efficacy belief and value belief) and social supports (parents and teachers) on students{\textquoteright} science career expectations by the survey of 798 10th grade students. Based on Structural Equation Model, it was found that: 1) science interest belief, self-efficacy belief, value belief and parents{\textquoteright} support can directly predict students{\textquoteright} expectations of science careers; 2) the effect of student{\textquoteright}s perception from parents and teachers support on science choice preferences and career engagement are mediated through the effects on students{\textquoteright} interest, self-efficacy and value in science. Therefore, teachers and parents should enhance students{\textquoteright} science beliefs and identity for the improvement of their science career expectations.},
	keywords = {10th grade students, influencing factors, science career expectations, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.675  },
	url = {http://oaji.net/articles/2020/987-1597214794.pdf},
	author = {Jingying Wang and Mingyue Yang and Beibei Lv and Feixiong Zhang and Yonghe Zheng and Yihong Sun}
}
@article {916,
	title = {PRESCHOOL TEACHERS{\textquoteright} SCIENCE TALKS DURING PICTURE STORYBOOK TELLING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {940-953},
	abstract = {The aim of this research was to analyze preschool teachers{\textquoteright} types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers.},
	keywords = {light concept, preschool teachers, science teaching, storytelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.940},
	url = {http://oaji.net/articles/2020/987-1606770837.pdf},
	author = {Yurt Tarak{\c c}{\i}, {\"O}. and Sadiye Kele{\c s} and K{\"o}lemen, E. B.}
}
@article {854,
	title = {REVIEW OF TRENDS IN PHYSICS EDUCATION RESEARCH USING TOPIC MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {388-400},
	abstract = {For both physicists who teach students in university and physics educators, how physics should be taught is a vital question. This study reviewed the trends of research in the field of physics education to identify the status of physics education research and help researchers in future studies. 2,959 articles were collected from the American Journal of Physics (AJP) and 745 articles from the Physics Review Physics Education Research (PRPER). Abstracts of the collected articles were used for the study. After preprocessing the texts of the abstracts, topics were extracted from the texts using topic modeling. The Late Dirichlet Allocation (LDA) model of Mallet was used for topic modeling. A total of 13 topics were extracted from the two journals. In recent years, {\textquotedblleft}pedagogical content of knowledge (PCK),{\textquotedblright} {\textquotedblleft}assessment{\textquotedblright} of achievement and {\textquotedblleft}gender{\textquotedblright} of student have been topics of increasing interest; {\textquotedblleft}teacher education{\textquotedblright} and {\textquotedblleft}students{\textquoteright} reasoning process{\textquotedblright} have been topics with continuous high interest, and {\textquotedblleft}introductory physics{\textquotedblright} and {\textquotedblleft}problem solving{\textquotedblright} in physics have been topics with decreasing interest.},
	keywords = {physics education, physics education research, research trend, topic modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.388},
	url = {http://oaji.net/articles/2020/987-1591087680.pdf},
	author = {Eunjeong Yun}
}
@article {902,
	title = {STEM EMBEDDED IN THE DUJIANGYAN IRRIGATION SYSTEM: A DESCRIPTIVE - INTERPRETIVE ANALYSIS TO DESIGN STEM COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {764-779},
	abstract = {STEM (science, technology, engineering, and mathematics) education is recognized as the world{\textquoteright}s top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world.},
	keywords = {cultural-historical activity theory, Dujiangyan, hydraulic engineering, interdisciplinary knowledge, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.764},
	url = {http://oaji.net/articles/2020/987-1602524734.pdf},
	author = {Jon-Chao Hong and Jian-Hong Ye and Ya-Jiuan Ho and Ya-Jun Wang}
}
@article {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 {762,
	title = {THE EFFECT OF COMPUTER-AIDED 3D MODELING ACTIVITIES ON PRE-SERVICE TEACHERS{\textquoteright} SPATIAL ABILITIES AND ATTITUDES TOWARDS 3D MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {335-348},
	abstract = {The computer-aided 3D modelling which is one of the innovative technologies can offer great opportunities to improve students{\textquoteright} skills. The aim of this research was to examine the effects of computer-aided 3D modeling activities on pre-service teachers{\textquoteright} spatial abilities and attitudes towards 3D modeling and the relevant course. The study group of the research was composed of 55 pre-service IT teachers at a state university in Turkey. The research was carried out in quasi-experimental design based on pre-post test model. The experimental research was carried out with the experimental group for 14 weeks. During the 3D modeling learning/teaching process, a five-stage education framework based on problem-based and project-based learning approaches was used. "Purdue Visualization of Rotations Test" and "Attitude Scale towards 3D Modeling and 3D Modeling Course" were used as data collection tools in the research. As a result, it was found out that computer-aided 3D modeling activities improved the spatial abilities of pre-service teachers also increased their attitudes towards 3D modeling and the course. It was concluded that the education of computer-aided three-dimensional modeling offers important opportunities to improve spatial abilities.},
	keywords = {3D modeling, 3D modeling attitude, 3D modeling education, pre-service teachers, spatial ability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.335},
	url = {http://oaji.net/articles/2019/987-1559372061.pdf},
	author = {Ali Ihsan Benzer and Bunyamin Yildiz}
}
@article {674,
	title = {THE COGNITIVE STRUCTURE OF PRE-SERVICE SCIENCE TEACHERS ABOUT ENERGY METABOLISM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {462-473},
	abstract = {In this research word association test was used to explore the cognitive structure of Pre-service science teachers about biological energy metabolism. The participant group constitutes 67 Pre-service students at a university in Black Sea Region of Turkey. Ten key concepts in General Biology course were given as a stimulating word and a mind map was established by using the frequency values of valid response words. The results showed that the total number of different response words for the key word {\textquotedblleft}enzyme{\textquotedblright} is the highest with {\textquotedblleft}cell{\textquotedblright} and {\textquotedblleft}energy{\textquotedblright} being higher than others and for the key word {\textquotedblleft}photosynthesis{\textquotedblright} is the lowest. The mind map also showed that they based their cognitive perceptions of the biological energy mechanism mostly on scientific concepts that are emphasized in the lessons and are academically acknowledged and included in the concepts used in everyday life at the least. However, they were not able to see the key concept {\textquotedblleft}enzymes{\textquotedblright} as a part of branched network and they had also problems regarding the respiratory event in the plants as well as realization process of photosynthesis in the cellular level. Implications of the results in terms of understanding the subject of biological energy metabolism are also discussed.},
	keywords = {biological energy metabolism, cognitive structure, mind map, Pre-Service Science Teacher, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.462},
	url = {http://oaji.net/articles/2017/987-1529509067.pdf},
	author = {Ye{\c s}im Yener and Mehmet Bahar and Naciye Somuncu Demir and Mustafa Y{\i}lmaz and D{\"u}ndar Yener}
}
@article {685,
	title = {CONTEXTUALIZATION OF SPATIAL INTELLIGENCE: CORRELATION BETWEEN SPATIAL INTELLIGENCE, SPATIAL ABILITY, AND GEOGRAPHY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {564-575},
	abstract = {This research attempted to find whether spatial intelligence (without context) has a correlation to (contextual) spatial ability and affects geographic skills as crystallized ability (Gc). It employed the descriptive method with subjects including students at the primary, junior high, and senior high schools. The data were collected through two instruments, namely test and questionnaire. Data of test results were processed by tabulation technique and correlated for the scores of spatial intelligence, spatial ability, and geographic skills. The results show that spatial intelligence (Gf) tended to increase from the level of primary to junior high and to senior high school level, whereas spatial ability (Gc) and geographic skills (Geo-s) tended to decrease. Despite the decline, all three (Gf, Gc, and Geo-s) had the potentials for improvement. Thus, geography teachers are encouraged to participate in improving students{\textquoteright} spatial and geographic skills, so students can develop their potentials optimally for geographic skills and future career development.},
	keywords = {contextualization, crystallized intelligence, geographic skills, intelligence and skill correlation, spatial intelligence},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.564},
	url = {http://oaji.net/articles/2017/987-1533708545.pdf},
	author = {Ahmad Yani and Asep Mulyadi and Mamat Ruhimat}
}
@article {644,
	title = {EFFECTIVENESS OF CREATIVE RESPONSIBILITY BASED TEACHING (CRBT) MODEL ON BASIC PHYSICS LEARNING TO INCREASE STUDENT{\textquoteright}S SCIENTIFIC CREATIVITY AND RESPONSIBILITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {136-151},
	abstract = {The Creative Responsibility Based Teaching (CRBT) model is an innovative physics-teaching model designed to enhance students{\textquoteright} scientific creativity and responsibility. Therefore, this research aims to analyze the effectiveness of CRBT model to improve scientific creativity and first year students{\textquoteright} responsibility on Basic Physics learning in academic year 2016/2017. This research used one group pre-test and post-test design on 144 students divided into 4 groups at University of Lambung Mangkurat, South Kalimantan (Indonesia). The data collection methods were conducted by using: scientific creativity tests emphasized on unusual uses indicator, problem finding, product improvement, creatively science problem solving, creatively experiment designing, and creatively product design; questionnaire of responsibility emphasized on: participatory indicator, respecting others, cooperation, leadership, and delivering opinion; and interviews. The data analysis technique was done by using paired t-test / Wilcoxon test, n-gain, and ANOVA / Kruskal-Wallis test. The results showed that there was a significant increase in students{\textquoteright} scientific creativity and responsibility at α = 5\%, with n-gain average of moderate category, and both were not different (consistent) for all four groups. Thus, the CRBT model is effective for enhancing students{\textquoteright} scientific creativity and responsibility.},
	keywords = {creative responsibility based teaching, first year students, physics learning, responsibility attitude, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.136},
	url = {http://oaji.net/articles/2017/987-1519060300.pdf},
	author = {Suyidno and Mohamad Nur and Leny Yuanita and Binar Kurnia Prahani and Budi Jatmiko}
}
@article {640,
	title = {EFFECTS OF LEARNING CYCLE MODELS ON SCIENCE SUCCESS: A META-ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {65-83},
	abstract = {This meta-analysis has two objectives: (a) to address the main effects of learning cycle models on students{\textquoteright} success in science; and (b) to address potential moderators of the effect of LC models. This meta-analysis was conducted by calculating the effect size of 75 studies, including theses and journal papers associated with the implementation of LC models published in Turkey. The studies were selected according to the following criteria: experimental studies on LC models in science courses at different educational levels. The studies, which were included within this scope, were carried out between the years of 2004-2016. As possible moderators of LC models; effects, type of publication, educational level, period, sample size and the year of construction were investigated. This moderator analysis indicates that there are significant differences among the effect sizes of the research. Nevertheless, the values of the general effect size of the researches provide a positive outlook to increase the students{\textquoteright} science success of the LC models. Considering the effects of LC model on the students{\textquoteright} science success, this research could be helpful to both researchers and practitioners in the field of science education.},
	keywords = {effect size, learning cycle models, meta-analysis, science success},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.65},
	url = {http://oaji.net/articles/2017/987-1519060007.pdf},
	author = {S{\"u}leyman Yaman and {\c S}adiye Kara{\c s}ah}
}
@article {721,
	title = {IDENTIFYING MENTAL MODELS OF STUDENTS FOR PHYSICAL AND CHEMICAL CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {986-1004},
	abstract = {The right and wrong mental models that learners have about the changes in the matter have a great importance in understanding the basis of the chemistry. Therefore, the main purpose of this research was to identify students{\textquoteright} misconceptions with regard to physical and chemical change and to come up with models to explain their understanding of this topic. This research was qualitative descriptive with cross-sectional design. The participants were 148 6th graders in K{\"u}tahya which is a western city of Turkey. The data were collected through a questionnaire containing five open-ended questions. Additionally, for a more detailed analysis, 28 participants were interviewed to explore the mental models that emerged. Analysis of responses to the questionnaire generated four mental models (Particle Motion Model, Moving Away Particle Model, Particle Motion+Moving Away Particle Model, Macro Model) for physical change and three mental models for chemical change (Changing Particle Model, Moving Away Particle Model and Macro-Micro Change Model). Implications of these results for chemistry education were discussed. Mental models defined in the research can enable teachers of science and researchers to identify difficulties faced by students regarding physical and chemical changes; thus, they can effectively decide which approach to take on to devise scientific models. },
	keywords = {chemical change, chemistry education, mental model, misconceptions, physical change},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.986},
	url = {http://oaji.net/articles/2017/987-1544860367.pdf},
	author = {Hasene Esra Yildirir and Hatice Demirkol}
}
@article {652,
	title = {STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {200-214},
	abstract = {The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers{\textquoteright} mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. "Mathematical Literacy Self-Sufficiency Scale", "Mathematical Thinking Scale", "Technological Pedagogical Area Information Scale" and "STEM Interview Form for Mathematics Pre-service Teachers" were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers{\textquoteright} mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. },
	keywords = {engineering, mathematics education, mathematics pre-service teacher, science, technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.200},
	url = {http://oaji.net/articles/2017/987-1523526639.pdf},
	author = {Bekir Y{\i}ld{\i}r{\i}m and Sabri Sidekli}
}
@article {668,
	title = {STUDENTS{\textquoteright} VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {367-380},
	abstract = {One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students{\textquoteright} views -who have creative drama \& conventional education- about scientific inquiry, (2) and whether the experimental and control group students{\textquoteright} views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process.},
	keywords = {creative drama, Science Curriculum, views of scientific inquiry (VOSI)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.367},
	url = {http://oaji.net/articles/2017/987-1529508634.pdf},
	author = {Asl{\i} Sar{\i}{\c s}an-Tunga{\c c} and S{\"u}leyman Yaman and Belgin Bal-Incebacak}
}
@article {568,
	title = {ATTITUDES TOWARDS ASTRONOMY AMONG THE PRE-SERVICE TEACHERS{\textquoteright} DIFFERENT COGNITIVE STYLES: ALTERNATIVE COURSE SAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-307},
	abstract = {The purpose of research is to examine the changes in attitudes towards astronomy following alternative astronomy education among pre-service teachers with different cognitive styles. Accordingly, it was thought to be appropriate to use pre-and post-test control group design among the experimental designs. The sample of the study included 4th year students at Abant {\.I}zzet Baysal University Department of Science Teaching during 2015-2016 spring term (N=64). In the treatment group, a process enriched with activity-based astronomy practices was followed, while the control group used a 12-week program designed as consistent with the program developed by Higher Education Council. The results seem to evidence that at undergraduate level there is an urgent need to intensify the efforts, education and practices that focus on increasing the levels of attitudes towards astronomy regardless of cognitive styles and on transferring these attitudes to skill areas and these kinds of studies need to be encouraged and extended.},
	keywords = {attitude towards astronomy, cognitive style, pre-service teacher},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.300},
	url = {http://oaji.net/articles/2017/987-1497963764.pdf},
	author = {Naciye Somuncu Demir and Pelin Aks{\"u}t and D{\"u}ndar Yener and Fatih Ayd{\i}n and {\"O}zge Suba{\c s}{\i} and Hilal Fidan and Mehmet Ayg{\"u}n}
}
@article {543,
	title = {BIOLOGY TEACHING THROUGH SELF-REGULATED LEARNING AND COGNITIVE STRUCTURE: AN ANALYSIS OF THE EFFECT OF LEARNING STRATEGIES FOR COGNITIVE DEVELOPMENT VIA LATENT GROWTH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-31},
	abstract = {This research applied the learning strategies to predict in an effect longitudinal growth of cognitive structure of students in biology. The aim of the research is to assess the effect of activating learning strategies on cognitive structures regarding biology. The research was conducted by using control group design. The sample of research was composed of 60 prospective teachers randomly assigned to the experimental and the control groups. The longitudinal data were collected every 2 weeks and 4 times in total considering the concept maps. The data were quantitatively analysed in terms of the number of concepts, connections and central concepts. Latent growth modelling (LGM) was used to analyse change in cognitive structure over time. The findings suggested that the experimental group did better in cognitive structure than the control group in terms of forming connections and central concepts. Accordingly, teaching students self-regulated learning strategies and providing support in the written material to activate the strategies influence the development of cognitive structure in a positive way in terms of the extent and the integration. Therefore, activation of the use of self-regulated learning strategies in the teaching are thought to contribute to the learning of biology.   },
	keywords = {biology education, cognitive structure, latent growth modelling, self-regulated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.20},
	url = {http://oaji.net/articles/2017/987-1493049464.pdf},
	author = {Guntay Tasci and Halil Yurdugul}
}
@article {627,
	title = {THE EFFECT OF INQUIRY-BASED LEARNING ON GIFTED AND TALENTED STUDENTS{\textquoteright} UNDERSTANDING OF ACIDS-BASES CONCEPTS AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {994-1008},
	abstract = {Inquiry-based learning is a usable approach in developing gifted and talented students{\textquoteright} learning and one that overlaps with their properties and learning needs. The aim of this research was to examine the effect of guided inquiry-based learning approach compared with that of traditional teacher-centered instruction on gifted and talented eighth grade students{\textquoteright} understanding of acids-bases concepts and motivation towards science learning. A nonequivalent control group design was used in the research. The participants were 40 gifted and talented eighth grade students from one Science and Art Center in Ankara/Turkey. There were two different groups: the experimental group and the control group. The Acids and Bases Diagnostic Test and Students{\textquoteright} Motivation towards Science Learning questionnaire were used in the research as data collection tools. Before and after the implementation, the tools were administered as pre-test and post-test to both groups. For data analysis the independent samples t-test and multivariate analysis of variance (MANOVA) was used. The results showed that there was a statistical significant difference between the groups in favor of the experimental group.},
	keywords = {achievement, acids-bases concepts, gifted and talented students, guided inquiry-based learning, motivation towards science learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.994},
	url = {http://oaji.net/articles/2017/987-1513971383.pdf},
	author = {Sinem Din{\c c}ol {\"O}zg{\"u}r and Ayhan Y{\i}lmaz}
}
@article {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 {618,
	title = {EXPLORING LOWER-SECONDARY SCHOOL STUDENTS{\textquoteright} IMAGES AND OPINIONS OF THE BIOLOGIST},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {855-872},
	abstract = {In the past decades much research on the image of the scientist has been conducted, but the image of the specific scientist who does biological work, namely, the biologist, is under researched. Without this aspect of research school biology education may operate nowhere near to promoting the growth of students{\textquoteright} appropriate image of the biologist. Drawing on previous approach, this research presents students{\textquoteright} images of the biologist by administering a Draw Biologist Test (DBT) to 121 lower-secondary school students from the 7th, 8th and 9th grades. Findings indicate that when compared with the images elsewhere, the lower-secondary school students exhibit similar patterns regarding gender, teamwork and general attitude, but tend to include more descriptors of white lab coat, tidy hairstyle, microscope, other ethnicities, serious looking, practical activities and indoor contexts, fewer descriptors of knowledge and technology symbols and less gloomy side of biological work. It is suggested that school biology education should mitigate the gendered image of the biologist, duly expose students to more theoretical and outdoor biological activities, value cooperation and collaboration as well as transform students{\textquoteright} positive attitude into future engagements.},
	keywords = {Draw Biologist Test, educational implications, image of biologist, lower-secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.855},
	url = {http://oaji.net/articles/2017/987-1513970788.pdf},
	author = {Daihu Yang and Minghui Zhou}
}
@article {623,
	title = {IDENTIFYING AND APPLYING FACTORS CONSIDERED IMPORTANT IN STUDENTS{\textquoteright} EXPERIMENTAL DESIGN IN SCIENTIFIC OPEN INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {932-945},
	abstract = {Even though experimental design (ED) in open inquiry is important for more authentic scientific inquiry, it is not easy for students. The objective of this research was to identify factors considered important in students{\textquoteright} ED and explore how to utilize it to improve students{\textquoteright} ED. To achieve the objective, in the first step, eighteen middle-school students in a gifted center participated in this study voluntarily. They were asked to design experimental procedures without any guidelines or help. Students{\textquoteright} EDs were analyzed qualitatively to extract difficulties that students experienced when designing experimental procedures. Based on analysis results, 17 factors were identified as factors to be considered for students{\textquoteright} ED and structured in a form of checklist. In the second step, the checklist was provided to 50 students in the gifted center as guidelines for their ED. They were then asked to design experimental procedures. Comparing scores of these students{\textquoteright} ED with those of the control group, it was found that these factors were significantly effective for improving students{\textquoteright} ED with high effect size. In conclusion, results of this research suggest that effective teaching strategy for students{\textquoteright} ED in scientific open inquiry can be obtained based on analysis about their difficulties in ED.},
	keywords = {checklist, experimental design, gifted education, scientific open inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.932},
	url = {http://oaji.net/articles/2017/987-1513971123.pdf},
	author = {Hwoe-gwan Yang and Jongwon Park}
}
@article {558,
	title = {A STUDY OF THE CORRELATION BETWEEN TEACHERS{\textquoteright} TEACHING STYLES AND STUDENTS{\textquoteright} PARTICIPATION MOTIVATION IN THE PHYSICAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {199-206},
	abstract = {Based on Self-determination Theory (SDT), this research intends to analyze the effect of different physical education (PE) teachers{\textquoteright} teaching styles on students{\textquoteright} class participation motivation in universities. Students of some universities and colleges in Sichuan Province and Shanghai Municipality, China, are researched. Total 871 valid copies of questionnaire are retrieved for testing the research hypotheses. The results reveal positive correlation between incentive, intelligence inspiration and the intrinsic motivation of student learning as well as between charisma and the extrinsic motivation of student learning in transformational leadership. In transactional leadership, contingent reward and positive involving management show positive relationship with the intrinsic motivation of student learning, and negative involving management also presents positive relationship with the extrinsic motivation of student learning. Finally, it is suggested that PE teachers should build the situation which could satisfy the needs of autonomy, sense of competence and sense of belonging as well as create the physical education environment which could satisfy basic psychological needs of autonomy, competence, and sense of belonging to reinforce students{\textquoteright} positive motivation on physical education. Sports education is the most important education to develop the students{\textquoteright} physical and mental health. },
	keywords = {participation motivation, physical education, self-determination theory, teacher{\textquoteright}s leadership},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.199 },
	url = {http://oaji.net/articles/2017/987-1497156282.pdf},
	author = {Cheng-Bo Yang and Min-Kai Dong}
}
@article {534,
	title = {THE EFFECT OF CONCEPTUAL CHANGE TEXTS ENRICHED WITH METACONCEPTUAL PROCESSES ON PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING OF HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {693{\textendash}705 },
	abstract = {The purpose of this research was to compare the effect of conceptual change texts enriched with metaconceptual processes with the effect of refutational and expository texts on pre-service science teachers{\textquoteright} conceptual understanding of heat and temperature. The durability of the effect of the texts on pre-service science teachers{\textquoteright} conceptual understanding was also examined. A pre-test- post-test experimental research design was employed. One hundred and five pre-service teachers who were enrolled in an Elementary Science Teacher Education Program of a public university located in Turkey participated in this research. They were randomly assigned to three treatment groups each of which read a different type of texts. Heat and Temperature Concept Test (HTCT) was administered as a pre-test, post-test and delayed test to assess the participants{\textquoteright} conceptual understanding of heat and temperature concepts. The results show that the conceptual understanding of pre-service teachers who read conceptual change text enriched with metaconceptual processes was significantly better than that of the other groups and this significantly positive effect did not diminish eight weeks after reading the texts.  },
	keywords = {conceptual change text, heat and temperature, metaconceptual processes, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.693},
	url = {http://oaji.net/articles/2016/987-1482502823.pdf},
	author = {Nejla Y{\"u}r{\"u}k and P{\i}nar Ero{\u g}lu}
}
@article {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 {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 {439,
	title = {APPLYING ONLINE PEER ASSESSMENT WITH TOTAL QUALITY MANAGEMENT TO ELEVATE PROJECT-BASED LEARNING PERFORMANCE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-390},
	abstract = {Undergraduate science, technology, engineering, and mathematics (STEM) curriculum emphasize project-based learning (PBL) with peer assessment/on-line peer assessment (PA/OPA). Many studies have stressed that students did not improve over two rounds in PBL with OPA studies and PBL with PA have to adopt team mutual cooperation to reap effective learning. This study proposed an innovative approach that incorporate OPA with TQM as a macro-level instructional tool to guide students in teacher{\textquoteright}s directing of collaborative project development as well as seeking continuous improvement to elevate Project-Based Learning Performance in a STEM course. The effects of OPA with TQM were examined through an experiment with PBL performances hypotheses. A total of 63 junior students in an university of Taiwan voluntarily participated in this study and a quasi-experimental approach with a two-group design was adopted. The results revealed that the team members using the OPA with TQM approach tended to have higher design skill performance, better cohesive teamwork and creative problem solving attitude. Thus, the proposed approach facilitated team members to collaborate for seeking continuous improvement. However, no significant difference was reported on the influence of enhancing students{\textquoteright} design concept. Implication and suggestions for educators to promote the PBL with OPA and TQM were also provided in the study.},
	keywords = {collaborative learning, online peer assessment, Project-based learning, STEM course, Total Quality Management},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.379},
	url = {http://oaji.net/articles/2016/987-1479497325.pdf},
	author = {Shu-Hsuan Chang and Li-Chih Yu and Yen-Kuang Kuo and Yi-Ting Mai and Jen-De Chen}
}
@article {423,
	title = {ATTITUDES OF PRE-SERVICE SCIENCE TEACHERS TOWARDS EDUCATIONAL RESEARCH AND THEIR SCIENCE TEACHING EFFICACY BELIEFS IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {183{\textendash}193},
	abstract = {One of the most necessary teaching competencies for science teachers concerns their self-efficacy belief. It is also necessary for teachers to benefit from educational research in order to develop their science teaching efficacy beliefs. However, studies are restricted. This study aims to analyze the attitudes of pre-service science teachers towards educational research and their science teaching efficacy beliefs, and the relationship between the two variables according to some demographical (academic achievement, gender, and the type of high school they attended). The study was conducted according to the survey research design. Sample of the study includes 517 pre-service science teachers (final year students) at five different universities in Turkey. {\textquoteleft}Teachers Attitude Scale towards Educational Research [TASTER]{\textquoteright} and {\textquoteleft}Science Teaching Efficacy Belief Instrument [STEBI]{\textquoteright} were used as data collection tools. The data were analyzed using Statistical Package for Social Sciences (SPSS) version 18.0. Analysis of the data has revealed that there is a relationship between the attitudes of the pre-service science teachers towards educational research and their science teaching efficacy belief.},
	keywords = {educational research, Pre-Service Science Teacher, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.183},
	url = {http://oaji.net/articles/2016/987-1473430732.pdf},
	author = {Nail Ilhan and Zeynel Abidin Yilmaz and H{\"u}lya Dede}
}
@article {436,
	title = {A RISK PERCEPTION MODEL OF CLIMATE CHANGE FOR UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {339-350},
	abstract = {This study establishes a behavioral model for university students by utilizing the theories of planned behavior and value-belief-norm, and proposes key latent variables for risk perception toward climate change to establish a structural equation model. Partial least squares analyses and three indicators are utilized to test the reliability, validity, and goodness-of-fit of the model. This study establishes a mixed model with formative and reflective indicators, and assesses both environmental concern and personality traits as formative indicators. Using standardized path coefficients, eight out of 10 paths demonstrate statistical significance, indicating that environmental value and environmental attitudes influence environmental behavior. Three of the five included personality traits (e.g., agreeableness, extraversion, and openness) demonstrate a positive correlation with environmental behavior and environmental attributes. Individuals{\textquoteright} risk perception positively influences their environmental value, environmental attitudes, and environmental behavior with respect to climate change. },
	keywords = {climate change, environmental behavior, partial least square, personality trait},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.339},
	url = {http://oaji.net/articles/2016/987-1479497044.pdf},
	author = {Shyang-Chyuan Fang and Tai-Yi Yu}
}
@article {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 {456,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR CHEMISTRY SELF-CONCEPT INVENTORY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {599{\textendash}606 },
	abstract = {Self-concept, one of affective introductory behaviours, is one of the most frequently studied issues especially in social sciences. Since it is a strong mental structure which psychologists and social psychologists say to be related with learning, this research aims to adapt Chemistry Self-Concept Inventory developed by Bauer (2005) so as to evaluate students{\textquoteright} self-concept into Turkish, and analyse its psychometric properties. The data were collected by applying the inventory to 530 prospective teachers attending the chemistry education, primary school education and science education departments of three different Universities. Following the translation work, Turkish form of the inventory was given the final shape. The construct validity of the inventory was tested by confirmatory factor analysis. McDonald{\textquoteright}s Omega (ω) and Cronbach Alpha (α) coefficients were calculated for the reliability study of the inventory. Fit indices were found to be lower in the first confirmatory factor analysis conducted than the ones expected, and 11 items with the fewest factor loads and with the highest modification indices were removed from the inventory. The sub-dimensions apart from creativity were found to have ω and α coefficients above 0.70. },
	keywords = {academic enjoyment self-concept, Academic self-concept, chemistry self-concept, mathematics self-concept},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.599},
	url = {http://oaji.net/articles/2016/987-1479542432.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and Ayhan Y{\i}lmaz}
}
@article {371,
	title = {DEVELOPMENT AND VALIDATION OF ENVIRONMENTAL LITERACY SCALE FOR ADULTS (ELSA)},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {425{\textendash}435 },
	abstract = {In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: {\textquotedblleft}environmental consciousness{\textquotedblright}, {\textquotedblleft}environmental anxiety{\textquotedblright} and {\textquotedblleft}environmental awareness{\textquotedblright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.881 for the whole of the scale, 0.807 for the first dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults{\textquoteright} views and levels of environmental literacy.},
	keywords = {adults, environmental literacy, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.425},
	url = {http://oaji.net/articles/2015/987-1437679561.pdf},
	author = {Elif Atabek-Yi{\u g}it and Nesibe K{\"o}kl{\"u}kaya and Melike Yavuz and Eda Demirhan}
}
@article {347,
	title = {PROSPECTIVE TEACHERS{\textquoteright} MISCONCEPTIONS ABOUT CLASSIFICATION OF PLANTS AND CHANGES IN THEIR MISCONCEPTIONS DURING PRE-SERVICE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {105-117},
	abstract = {This study reported herein aimed to reveal prospective teachers{\textquoteright} misconceptions about classification of plants and the effect of pre-service education program on their correct conceptions of this biological issue. Prospective teachers majoring in Elementary School Classroom Teacher Education constituted the target population of this study during the fall semester of the 2012-2013 academic years from Turkey. In order to reveal the difference between the misconceptions of prospective teachers who are at the beginning and at the end of their university education, the research was conducted as a cross-sectional study (78 first and 84 fourth class). The results showed that the prospective teachers in both groups have misconceptions and considerable confusion over the concepts of without-seed plants, seedy plants, vascular plants, non-vascular plants, gymnosperm plants, angiosperm plants, fruit and vegetable. In addition, the pre-service education did not seem to have an important effect on correction of prospective teachers{\textquoteright} misconceptions about classification of plants. In this context, prospective teachers are graduated with misconceptions about classification of plants. },
	keywords = {classification of plants, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.105},
	url = {http://oaji.net/articles/2015/987-1437062464.pdf},
	author = {Selami Yangin and Sabri Sidekli and Yasin Gokbulut}
}
@article {337,
	title = {THE ALTERNATIVE CONCEPTIONS OF PRE-SERVICE TEACHERS CONCERNING THE STATUS OF ORGANELLES DURING CELL DIVISION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {813-828},
	abstract = {The aim of this study was to identify pre-service teachers{\textquoteright} alternative conceptions concerning the status of organelles during cell division. A total of 212 pre-service teachers participated in the study. Data were collected by asking open-ended questions of all pre-service teachers, and semi-structured interviews were conducted with 12 participants. Data were analyzed by coding data segments within 11 categories. Categories were tabulated and interpreted by including sample data sections about the codes. 
 The results indicated that there were some students who explained that no organelle dissolved or disappeared and no change occurred in any organelles during cell division besides pre-service teachers who said that all organelles dissolved and disappeared during cell division. In addition, a few pre-service teachers thought that while some organelles dissolved and disappeared, others did not. It was understood that those pre-service teachers were confused about which structures and organelles disappeared and which ones continued their existence, and they had various alternative conceptions. Moreover, pre-service teachers had alternative conceptions regarding the status of organelles particularly about structures such as chromosome, centrosome, DNA, and RNA. },
	keywords = {alternative conceptions, cell division, organelles, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.813},
	url = {http://oaji.net/articles/2015/987-1425811690.pdf},
	author = {Mehmet   Yak{\i}{\c s}an}
}
@article {288,
	title = {PRE-SERVICE CLASSROOM TEACHERS{\textquoteright} MISLEARNINGS OF CLASSIFICATION OF THE PLANT KINGDOM AND THE EFFECT OF PORPHYRIOS TREE ON REMOVING THEM{\textquoteright}},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {178-190 },
	abstract = {Students may acquire mislearnings in the course of their academic lives for various reasons and keep them for a lifetime. Some of the most common of those mislearnings are the alternative conceptions university students have about Biology lesson. This study was conducted through one-to-one interviews with 54 students at the 1st grade of the Department of Classroom Teaching in order to determine university students{\textquoteright} alternative learnings about the classification and the diversity of plants and remove these alternative learnings if there were any. In the end, it was found that students had mislearnings about the classification and the diversity of plants. The main mislearning was that students classify some of the plants they knew well in a wrong way according to the criteria which was not biological; for example, they thought fern and bryophyte were plants with seeds, fungi were plants, and the plants belonging to the family of Pinaceae did not have real leaves so they were included in the class of plants without seeds. In order to remove these mislearnings {\textquoteleft}Porphyrios Tree{\textquoteright}, which has a structure similar to a concept map, was used. As a result, a great majority of pre-service teachers{\textquoteright} alternative conceptions about the classification of plants were removed through this method of application.},
	keywords = {Classification, mislearnings, plants, porphyrios tree, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.178},
	url = {http://oaji.net/articles/2015/987-1425758578.pdf},
	author = {Selami Yangin}
}
@article {382,
	title = {STUDENTS AND STUDENT TEACHERS{\textasciiacute} ABILITY TO NAME ANIMALS IN ECOSYSTEMS: A PERSPECTIVE OF ANIMAL KNOWLEDGE AND BIODIVERSITY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {559{\textendash}572 },
	abstract = {In this survey Finnish lower and upper secondary education students{\textasciiacute} and student teachers{\textasciiacute} (n=514) knowledge of the animal names (species) in relation to ecosystems was studied using a questionnaire. The results were interpreted with regard to the biodiversity of the ecosystem. Nordic fen, spruce-dominated coniferous forest, tropical rainforest, and savannah were studied. The respondents were aware of animals living in the four ecosystems, especially of mammals and birds. The animals of the indigenous Nordic fen were the least known, as evidenced by the low average number of the names and the highest number of falsely named animals. Furthermore, the animals of the savannah were the best known by the students in lower and upper secondary education, while the animals of the spruce-dominated coniferous forest were best known by student teachers. The invertebrates were nearly forgotten from all ecosystems, although they are an essential part of biodiversity and food chain/web. Research results show that students{\textquoteright} knowledge of the animals in relation to their autecological matters should be improved in all information sources provided.},
	keywords = {biodiversity, Finnish student teachers, lower and upper secondary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.559},
	url = {http://oaji.net/articles/2015/987-1447523911.pdf},
	author = {Eija Yli-Panula and Eila Matikainen}
}
@article {213,
	title = {THE PREDICTORS OF PRE-SERVICE ELEMENTARY TEACHERS{\textquoteright} ANXIETY ABOUT TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {17-26 },
	abstract = {The aim of this study was to investigate the nature of the relationship between pre-service elementary teachers{\textquoteright} anxiety about teaching science and their self-efficacy beliefs about science teaching, their perceptions of the nature of their past experiences in science teaching, the number of science courses they took in college and their previous grades in these science courses. The data was collected from 82 pre-service elementary teachers enrolled in an M.Ed program. The results indicate that personal science teaching efficacy and number of science courses taken in college are the significant predictors of science teaching anxiety. Pearson correlations among the variables show that their perception of their experiences in science teaching, grade point average of science courses and perception of science background indirectly influence science teaching anxiety. The effect of these variables on science teaching anxiety was mediated by personal science teaching efficacy.},
	keywords = {perception of past experiences in science courses, science teaching anxiety, self-efficacy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173257.pdf},
	author = {Nejla Y{\"u}r{\"u}k}
}
@article {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 {151,
	title = {INVESTIGATION OF EFFECTIVENESS OF DEMONSTRATION-SIMULATION BASED INSTRUCTION IN TEACHING ENERGY CONSERVATION AT 7 TH GRADE},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {August/2008},
	type = {Original article},
	chapter = {64-77},
	abstract = {This study aimed to explore the effect of teaching through demonstration-simulation on students{\textquoteright} achievement of energy conservation in comparison with traditional teaching. The sample consisted of fifty nine 7th grade students from a state primary school in Turkey. In the study, non-equivalent groups pretest-posttest design was used and the data was collected through an achievement test developed by the researchers, Energy Conservation Test. The conservation of energy concept was taught using a demonstration and a simulation in the experimental group and traditional instruction method in the control group. Data collected by the test was statistically assessed applying the analysis of covariance. To explore obviously the class atmosphere in experimental group, it was utilized from the teacher{\textquoteright}s observation notes and student interviews. The statistical comparison showed that there was a significant difference between groups with respect to students{\textquoteright} scores of the test. Moreover, the analysis of the qualitative data indicated that such a class atmosphere supported the constructive and meaningful learning.},
	keywords = {educational simulation, lecture demonstration, teaching conservation of energy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719549.pdf},
	author = {Fatma Aggul and Mehmet Yalcin and Metin Acikyildiz and Erdal Sonmez}
}
@article {161,
	title = {A NOVEL APPROACH FOR UNDERGRADUATE RESEARCHER EDUCATION IN ENGINEERING STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {185-192},
	abstract = {The researcher education course for undergraduate engineering students has been developed in the Department of Process and Environmental Engineering at the University of Oulu. The course familiarizes students to research and researcher{\textquoteright}s work and aims to encourage them toward a research career. The approach of the course is unique in the field of engineering education in Finland. In this paper, the establishment of the course is discussed in the light changing targets and requirements of higher engineering education. Further, the course development from contact lecturing toward distance education is described. Finally, the possibility to use new and more versatile learning methods together with the traditional lecturing methods is considered based on the feedback given by the students.},
	keywords = {distance education, distance learning environment, engineering, researcher education course, undergraduate students},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720206.pdf},
	author = {Mika Huuhtanen and Jenni Yl{\"a}-Mella and Eila Jeronen and Riitta L. Keiski}
}
@article {140,
	title = {THE EFFECTS OF NOTE TAKING IN SCIENCE EDUCATION THROUGH THE MIND MAPPING TECHNIQUE ON STUDENTS{\textquoteright} ATTITUDES, ACADEMIC ACHIEVEMENT AND CONCEPT LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {34-43},
	abstract = {The aim of this study is to determine the effects of note taking during their science courses through the technique of mind mapping by primary education students, on their attitudes, academic achievement and concept learning. In the study, both quantitative and qualitative research methods were used. In the quantitative research area, the pre-test and post-test assessment model with experiment and control groups was used. In the qualitative research area, document analyses were made. The research was performed on 81 randomly chosen 6th (ages 11 and 12) grade students from public schools in the district of Fatih, Istanbul during the scholastic year 2004-2005. The application period took 21 course hours in total. The reliability coefficient of the academic achievement test, which was one the three measurement instruments, was calculated as KR20=0, 73. The Cronbach of the scale for the attitudes towards science courses, developed by Akinoglu (2001). is α= 0, 89. The open-ended questions used in the research were qualitatively encoded by means of open-codification method. On the basis of the data obtained in the research, it was determined that there was a significant positive difference in students{\textquoteright} concept learning, overcoming misconceptions, academic achievement and attitudes towards science courses by taking notes through the mind-mapping method.  },
	keywords = {concept learning, constructivism, mind-mapping, taking notes},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288606.pdf},
	author = {Orhan Akinoglu and Zeynep Yasar}
}
@article {131,
	title = {THE EFFECTS OF TUTORIAL AND EDUTAINMENT SOFTWARE PROGRAMS ON STUDENTS{\textquoteright} ACHIEVEMENTS, MISCONCEPTIONS AND ATTITUDES TOWARDS BIOLOGY ON THE CELL DIVISION ISSUE},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {5-15},
	abstract = {The purpose of this study was to investigate the effects of tutorial and edutainment design of instructional software programs related to the {\textquoteleft}{\textquoteleft}cell division{\textquoteright}{\textquoteright} topic on student achievements, misconceptions and attitudes. An experimental research design including the cell division achievement test (CAT), the cell division concept test (CCT) and biology attitude scale (BAS) was applied at the beginning and at the end of the research. After the treatment, general achievement in CAT increased in favor of experimental groups. Instructional software programs also had the positive effect to the awareness of students{\textquoteright} understandings to the general functions of mitosis and meiosis. However, the current study revealed that there were still some misconceptions in the experimental groups even after the treatment. It was also noticed that using instructional software programs significantly changed students{\textquoteright} attitudes towards biology.},
	keywords = {computer assisted instruction, evaluation of educational technology, instructional software, secondary education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287919.pdf},
	author = {Selami Ye{\c s}ilyurt and Y{\i}lmaz Kara}
}
@article {92,
	title = {THE OPINIONS OF PHYSICS TEACHERS ON THE NATURE OF THE CONTENT OF PHYSICS SENIOR SECONDARY SYLLABI AND RESOURCES},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {70-83},
	abstract = {The purpose of this study was to find out the opinions of physics teachers on the nature of BGCSE physics syllabi in Single Science, Double Science and Pure Science in the areas of their: (i) content (ii) objectives (iii) teaching methods (iv) differentiation teaching (v) assessment (vi) teaching orientation (viii) availability of computers (ix) student projects (x) laboratory facilities (xi) duration of the programme and (xii) laboratory assistants. A 38-item open-ended questionnaire was completed by 22 senior secondary school physics teachers. The results showed the need to revise the content, and assessment practices and those teachers were trying to promote learner-centered approach, even though they were faced with problems.
     The study suggests the reduction of physics topics and objectives in each of the three physics syllabi. The two-year duration of the programme should be increased to three years to ensure that the content is covered adequately. The students should be placed into Pure, Double and Single Science on the basis of their performance in Form 3 examinations. Most physics teachers considered it realistic to expect students to acquire the four process skills of: (i) using and organizing techniques, apparatus and materials, (ii) observing, measuring and recording, (iii) handling experimental observations and data and (iv) planning investigations in two years. The commonly employed teaching methods included class discussion, group discussion and class presentation, practical work (individual/group), questioning (question/answer), assignment (class and home work), and worksheet-guidelines for performing experiments. Some physics teachers favoured the assessment system in which students{\textquoteright} final course grade is based on the ratio of 20\% continuous assessment to 80\% final examinations. Though most physics teachers are computer literate, their departments are not adequately equipped with functional computers for use in word processing and record keeping. Most physics teachers were of the opinion that it was possible for students to do projects in two years. Most physics teachers said that their physics laboratories were inadequately equipped with facilities to enable students to carry out individual practical work. They lacked trained technicians to assist teachers in setting up and running practical sessions.},
	keywords = {the content of physics syllabi and resources},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481050100.pdf},
	author = {Cephas David Yandila and Magdeline Patience Nkumba and Mokaruvapa Kazoozu}
}
