@article {1375,
	title = {THE PREDICTION OF SCIENCE ACHIEVEMENT WITH SCIENCE IDENTITY AND SCIENCE LEARNING SELF-EFFICACY AMONG CHINA{\textquoteright}S UPPER-SECONDARY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {390-410},
	abstract = {Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs{\textemdash}self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.},
	keywords = {Science Achievement, science identity, science learning self-efficacy, upper-secondary students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.390 },
	url = {https://oaji.net/articles/2023/987-1713273483.pdf},
	author = {Jian-Bo Zhu and Yu-Zhou Luo}
}
@article {1359,
	title = {STUDENTS{\textquoteright} CONCEPTUAL STRUCTURES REGARDING REDOX REACTION: COMBINING MULTIDIMENSIONAL SCALING AND HIERARCHICAL CLUSTER ANALYSIS APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {164-174},
	abstract = {Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students{\textquoteright} conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students{\textquoteright} conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry. },
	keywords = {conceptual structure, hierarchical cluster analysis (HCA), multidimensional scaling (MDS), redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.164  },
	url = {https://oaji.net/articles/2023/987-1709892821.pdf},
	author = {Wenxiu Tang and Yangyi Qian and Hong Wang and Jinju Wen and Jiayi Huang and Xintong Zhu and Yangqian Wang}
}
@article {1356,
	title = {STUDENTS{\textquoteright} REFLECTIONS ON THEIR SCIENTIST- OR ENGINEER-LIKE PRACTICES IN STEM PROJECT-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {119-130},
	abstract = {Students build up their STEM career interest based on their experiences. However, it remains unclear how students reflect on their STEM experiences in light of their understanding of STEM careers. This study aimed to explore how students relate their practices in STEM project-based learning (PBL) with their perceptions of scientists{\textquoteright} and engineers{\textquoteright} work. A randomly selected sample of students (n =142) participating in a STEM event participated in structured interviews regarding the resemblance between their months-long STEM PBL and scientists{\textquoteright} and engineers{\textquoteright} work. The data were coded using content analysis mostly by adopting a bottom-up approach followed by statistical analysis. Results showed that the majority of students claimed that their group had done things like scientists, while only about half of the students acknowledged doing things like engineers. The number and aspects of the students{\textquoteright} mentioned practices were generally limited, with engineer-like practices more divergent and reflecting their stereotype of engineers working as manual laborers. The results also suggest that students tend to neglect the minds-on but hands-off scientist- or engineer-like practices such as raising a question/problem. The findings address the research gap regarding how students reflect on their STEM PBL experiences in light of career development. },
	keywords = {Project-based learning, STEM education, STEM practices, structured interviews},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.119},
	url = {https://oaji.net/articles/2023/987-1709892627.pdf},
	author = {Tian Luo and Jiayue Zhao and Winnie Wing Mui So and Wencong Zhan}
}
@article {1311,
	title = {ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN STUDENT LEARNING OF MOON PHASES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {719-736},
	abstract = {Many research studies have shown that lower-secondary school students{\textquoteright} scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students{\textquoteright} conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students{\textquoteright} cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students{\textquoteright} conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students{\textquoteright} different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students{\textquoteright} conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students{\textquoteright} conceptual understanding of Moon Phases.},
	keywords = {assessment of conceptual understanding, level division, Moon phases, qualitative analysis, quantitative analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.719},
	url = {https://oaji.net/articles/2023/987-1693508291.pdf},
	author = {Yi Zou and Lizhen Jin and Xiao Huang and Yanbing Li}
}
@article {1295,
	title = {CHINESE PRE-SERVICE SCIENCE TEACHERS{\textquoteright} VIEWS OF THE SOCIAL RESPONSIBILITY OF SCIENTISTS AND ENGINEERS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {538-548},
	abstract = {Scientific and technological research is important to everyone because their results affect humanity worldwide. Although science and technology bring many benefits to humanity, individuals and societies can face the negative consequences of science and technology. To prevent and solve the negative consequences of research in these fields, it is important to educate scientists and engineers to have social responsibility. However, no research has addressed pre-service science teachers{\textquoteright} views of social responsibility in literature. Therefore, this study aimed to explore Chinese pre-service science teachers{\textquoteright} views on the social responsibility of scientists and engineers. The research participants were 194 pre-service science teachers. A social responsibility instrument was administered for data collection. The results showed that participants had high mean scores in five areas of social responsibility and a good awareness of the role of scientists and engineers in addressing problems and risks related to human, environmental, and societal impacts. However, they had lower mean scores in three areas requiring action or involvement. In addition, the results did not show statistical differences by gender or grade level. In light of our findings, we conclude pedagogical and practical implications for teachers and researchers in teaching social responsibility.},
	keywords = {pre-service science teachers, quantitative research, science education, social responsibility, social responsibility of scientists and engineers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.538},
	url = {https://oaji.net/articles/2023/987-1687108620.pdf},
	author = {Shen Zhang}
}
@article {1341,
	title = {THE CONTEXT CONDITIONS STUDENTS{\textasciiacute} REPRESENTATIONS OF THE HUMAN NUTRITION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1089-1102},
	abstract = {The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.},
	keywords = {evaluation context, model representation, nutrition model, preservice teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1089 },
	url = {https://oaji.net/articles/2023/987-1702729294.pdf},
	author = {Teresa Zamalloa and Araitz Uskola and Ainara Achurra}
}
@article {1294,
	title = {DEVELOPING AND VALIDATING AN INSTRUMENT TO ASSESS NINTH-GRADE STUDENTS{\textquoteright} ONLINE METACOGNITIVE SKILLS IN SOLVING CHEMISTRY PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {520-537},
	abstract = {Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students{\textquoteright} online metacognitive skills in science education. This study aimed to evaluate ninth-grade students{\textquoteright} online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students{\textquoteright} online metacognitive skills. Nearly 70\% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4\% of the students could make attributions about their cognitive performance.},
	keywords = {assessment instrument, chemistry education, problem-solving skills, Rasch Measurement Model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.520},
	url = {https://oaji.net/articles/2023/987-1687108540.pdf},
	author = {Yating Zeng and Shaohui Chi and Zuhao Wang and Xiaosong Zhuang}
}
@article {1343,
	title = {IMPROVING LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1120-1136},
	abstract = {In recent years, developing students{\textquoteright} knowledge integration of specific topics through effective teaching methods has been a concern in science education. This study explored an alternative teaching method, which aims to help lower secondary school students develop their knowledge structure about buoyancy towards a logically integrated conceptual framework through enhancing their understanding of the nature of buoyancy. Specifically, this study constructed a conceptual framework on buoyancy and a set of matching test questions to map out the three levels of knowledge integration of students, and designed and implemented a teaching experiment of promoting students{\textquoteright} understanding of the nature of buoyancy. Through quantitative and qualitative analysis, it was found that the knowledge integration development of the treatment group was significantly better than that of the control group. The results indicated that enhancing students{\textquoteright} understanding of the nature of buoyancy can effectively improve their knowledge integration of buoyancy. Accordingly, improving knowledge integration through enhancing students{\textquoteright} understanding of the nature of the specific scientific concept may be a new direction for future research.},
	keywords = {conceptual framework, knowledge integration of buoyancy, scientific concept understanding, the nature of buoyancy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1120},
	url = {https://oaji.net/articles/2023/987-1702729488.pdf},
	author = {Yi Zou and Xinyu Xue and Lizhen Jin and Xiao Huang and Yanbing Li}
}
@article {1342,
	title = {THE RESEARCH STATUS OF FORMATIVE ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1103-1119},
	abstract = {Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education were cited more than 100 times. The three most cited studies were published in Assessment in Education: Principles, Policy, and Practice. The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion. },
	keywords = {bibliometric analysis, formative assessment, science education, SCOPUS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1103 },
	url = {https://oaji.net/articles/2023/987-1702729392.pdf},
	author = {Yulian Zhang and Weijun Wang and Yi Xian and Xianfeng Wang and Jiabin Huang}
}
@article {1322,
	title = {SCIENCE TEACHERS{\textquoteright} APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-864},
	abstract = {In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. },
	keywords = {Artificial Intelligence, assessment, reading literacy, SCIENCE teachers, teacher training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.851},
	url = {https://oaji.net/articles/2023/987-1697653714.pdf},
	author = {Maja Kerne{\v z}a and Dejan Zemljak}
}
@article {1327,
	title = {UTILIZATION OF PROCESS DATA IN CHINA: EXPLORING STUDENTS{\textquoteright} PROBLEM-SOLVING STRATEGIES IN COMPUTER-BASED SCIENCE ASSESSMENT FEATURING INTERACTIVE TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {929-944},
	abstract = {Students{\textquoteright} problem-solving strategies and the differences among strategy groups were explored by analyzing the process data collected during student interactions with computer-based science items. Data were gathered from 1516 eleventh-grade students from 4 schools in China. Analyses of the sequences of students{\textquoteright} response actions revealed that the students were divided into four strategy groups when designing experiments to solve scientific problems: the scientific and rigorous strategy (18.5\%), scientific and less rigorous strategy (25.4\%), incomplete strategy (31.5\%), and chaotic strategy (24.6\%). The heatmaps of response actions for each strategy and the frequencies of the most representative response sequences were further explored to understand the students{\textquoteright} detailed trajectories. The results showed that successful problem solvers were generally inclined to explore all possibilities of experimental combinations and design experiments scientifically and rigorously based on the relevant scientific principles. Moreover, the timestamps of response actions were explored to show that the students who adopted the scientific and rigorous strategy spent more time seeking solutions, suggesting that students may need sufficient time to solve complex and authentic scientific problems. The findings enrich the literature on using process data to address theoretical issues in educational assessment and provide students with individualized instructional needs for teachers to improve students{\textquoteright} scientific problem-solving competency.},
	keywords = {China, computer-based assessment, process data, scientific problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.929 },
	url = {https://oaji.net/articles/2023/987-1697654133.pdf},
	author = {Pingping Zhao and Chun-Yen Chang and Yueyang Shao and Zhi Liu and Hao Zhou and Jian Liu}
}
@article {1207,
	title = {APPLYING FACTOR ANALYSIS FOR ASSESSING KNOWLEDGE STRUCTURE OF STUDENTS IN GRADE 10: THE SUBJECT OF REDOX REACTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {680-693},
	abstract = {Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students{\textquoteright} knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students{\textquoteright} minds. },
	keywords = {chemistry education, factor analysis, knowledge structure, redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.680},
	url = {https://oaji.net/articles/2022/987-1662187210.pdf},
	author = {Wenxiu Tang and Xintong Zhu and Yangyi Qian}
}
@article {1210,
	title = {ASSESSMENT OF KNOWLEDGE INTEGRATION IN STUDENT LEARNING OF BUOYANT FORCE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {720-738},
	abstract = {Students{\textquoteright} problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students{\textquoteright}  understanding of specific scientific concepts is important to promote students{\textquoteright} problem-solving ability, as it can find students{\textquoteright} understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students{\textquoteright} different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students{\textquoteright} understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure.},
	keywords = {assessment of knowledge integration, buoyant force, central idea, conceptual framework, scientific concept understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.720},
	url = {https://oaji.net/articles/2022/987-1662187488.pdf},
	author = {Yi Zou and Lizhen Jin and Yanbing Li and Tao Hu}
}
@article {1179,
	title = {COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS{\textquoteright} CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {325-341},
	abstract = {Analogies and modelling have been developed and applied in learning and teaching science to facilitate students{\textquoteright} understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies{\textemdash}analogy-based teaching (ABT) and modelling-based teaching (MBT){\textemdash}this study aims to compare the effects of ABT and MBT on high school students{\textquoteright} content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students{\textquoteright} content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students{\textquoteright} drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.},
	keywords = {analogy-based teaching, atomic concepts, modelling-based teaching, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.325},
	url = {https://oaji.net/articles/2022/987-1652123108.pdf},
	author = {Song Xue and Daner Sun and Liying Zhu and Hui-Wen Huang and Keith Topping}
}
@article {1229,
	title = {EARLY CHILDHOOD PRE-SERVICE TEACHERS{\textquoteright} READINESS FOR USING DRAWING AS A SCIENCE TEACHING STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {911-927},
	abstract = {The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69\% scored low in knowledge, more than 90\% scored high in awareness of the importance and of the usefulness. 28\% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance. },
	keywords = {drawing science, Early childhood education, science education, teachers{\textquoteright} readiness},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.911},
	url = {https://oaji.net/articles/2022/987-1671187481.pdf},
	author = {Ainara Achurra and Teresa Zamalloa and Araitz Uskola}
}
@article {1209,
	title = {THE EFFECT OF STUDENTS{\textquoteright} ATTITUDE TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS ON 21ST CENTURY LEARNING SKILLS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {706-719},
	abstract = {It is crucial to educate students on the basis of science, technology, engineering, and mathematics (STEM) education to develop 21st century learning skills. However, there is little research on the contribution of the attitude towards STEM specific discipline to 21st century learning skills. This study aimed to examine the extent to which students{\textquoteright} attitude towards science, technology, engineering, and mathematics (STEM) contributes to 21st century learning skills. Data were collected from 779 students from three primary schools and two secondary schools with the S-STEM questionnaire. Quantitative data were analyzed with structural equation modelling. The results revealed that (a) students{\textquoteright} science attitude, and engineering and technology attitude had positive effects on 21st century learning skills, and (b) students{\textquoteright} science attitude and mathematics attitude positively affected 21st century learning skills indirectly through the mediating role of technology and engineering attitude, and (c) the school year partially played a moderating role. The finding highlights the importance of valuing STEM attitude across disciplines. In particular, students{\textquoteright} engineering and technology attitude is more conducive to improving students{\textquoteright} 21st century learning skills. It also suggests the need to pay attention to the changing effect of STEM attitude on 21st century learning skills driven by the school year.},
	keywords = {21st century learning skills, mediating role, STEM attitude, structural equation modelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.706},
	url = {https://oaji.net/articles/2022/987-1662187388.pdf},
	author = {Shao-Rui Xu and Shao-Na Zhou}
}
@article {1221,
	title = {EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS{\textquoteright} INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {849-861},
	abstract = {Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the Do-Discuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students{\textquoteright} individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners{\textquoteright} development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors. },
	keywords = {concept achievement, individual interest, inquiry learning, science education, situational interest, task order},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.849},
	url = {https://oaji.net/articles/2022/987-1667237111.pdf},
	author = {Yinsheng Liu and Wei He and Li Zhao}
}
@article {1185,
	title = {THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-380},
	abstract = {The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students{\textquoteright} physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students{\textquoteright} comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students{\textquoteright} achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students{\textquoteright} comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.},
	keywords = {metacognitive awareness, physics education, quasi-experimental research, students{\textquoteright} achievement, students{\textquoteright} comments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.366},
	url = {https://oaji.net/articles/2022/987-1656443394.pdf},
	author = {Ivana Z. Bogdanovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Tamara N. Ron{\v c}evi{\'c} and Jelena D. Stanisavljevi{\'c} and Zekri A. M. Zouhor}
}
@article {1237,
	title = {EXPLORING EFFECT ON PRIMARY SCHOOL STUDENTS{\textquoteright} STEM ATTITUDE DETERMINED VIA STRUCTURAL EQUATION MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1052-1068},
	abstract = {As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students{\textquoteright} attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural Equation Modeling to examine the above relations. Data were collected from 845 primary school students from grade 4 to 6, regarding their STEM attitude, learning motivation, metacognition, and their sociodemographic characteristics (family socioeconomic status). The results showed that metacognition played a mediating role in the effect of learning motivation on STEM attitude. The family socioeconomic status played a moderating role in the effect of metacognition on STEM attitude, and students with higher family socioeconomic status had a stronger effect on STEM attitude. This research also suggested that it is worth considering the improvement of students{\textquoteright} learning motivation to facilitate STEM attitude through promoting their metacognitive skills, meanwhile balancing the gap between students under the difference of socioeconomic level in STEM education. },
	keywords = {learning motivation, metacognition, STEM attitude, Structural Equation Modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1052},
	url = {https://oaji.net/articles/2022/987-1671188129.pdf},
	author = {Si-Jia Liu and Shao-Na Zhou and Shao-Rui Xu and Hua Xiao}
}
@article {1178,
	title = {THE MEASURING INSTRUMENT OF PRIMITIVE PHYSICS PROBLEM FOR UPPER-SECONDARY SCHOOL STUDENTS: COMPILATION AND EXPLORATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {305-324},
	abstract = {Problem solving is considered one of the most critical competencies for life. However, many students may perform well in school yet cannot transfer the skills they learned in school to solve real-world problems, especially in science education. This study discusses the characteristics of the problem from the physics education perspective, based on Problem Representation Theory, and proposes a new type of problem: The Primitive Physics Problem. Moreover, the significance and contribution in promoting students{\textquoteright} physics problem-solving ability, both theoretical and empirical, are described. Then the study develops a set of instruments that was tested on 811 students in 12th grade from 10 upper-secondary schools in China. The results showed that the new instrument had good reliability and validity. The promising application in the instruction of the Primitive Physics Problem and in measuring upper-secondary school students{\textquoteright} problem-solving ability of the instrument is discussed.},
	keywords = {primitive physics problem; problem solving; problem representation theory; assessment instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.305},
	url = {https://oaji.net/articles/2022/987-1652122936.pdf},
	author = {Hongjun Xing and Yanfang Zhai and Sisi Han and Yuping Zhao and Wenhui Gong and Yuting Wang and Jing Han and Qiaoyi Liu}
}
@article {1217,
	title = {MULTILEVEL LATENT PROFILE ANALYSIS OF ESTONIAN SECONDARY SCHOOL STUDENTS{\textquoteright} CAREER EXPECTATIONS WITH SCIENCE ACHIEVEMENT AND GENDER AS COVARIATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {788-800},
	abstract = {Although much research has explored the personal, family, school, and social influences on adolescents{\textquoteright} career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multi-level latent profile analysis was conducted with indicators of parents{\textquoteright} occupational status and children{\textquoteright}s career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students{\textquoteright} career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families. },
	keywords = {career expectation types, multilevel latent profile analysis, PISA 2018 datasets, Science Achievement, variations between schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.788},
	url = {https://oaji.net/articles/2022/987-1667236743.pdf},
	author = {Tao Jiang and Chen, J.-G. and Xu, P.-C and Zeng, P.-F.}
}
@article {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 {1189,
	title = {UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS OF CHEMICAL EQUILIBRIUM IN AQUEOUS SOLUTIONS: DEVELOPMENT AND VALIDATION OF A TWO-TIER DIAGNOSTIC INSTRUMENT},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {428-444},
	abstract = {Student understanding of chemical equilibrium in aqueous solutions (CEAS) plays a vital role in their upper secondary school chemistry learning and everyday life. Diagnosis of students{\textquoteright} alternative conceptions (ACs) of the CEAS will provide teachers with valuable information to make instructional decisions on student learning. This study aims to develop and validate an instrument to diagnose students{\textquoteright} ACs about the CEAS, including ionization equilibrium, water self-ionization equilibrium, the equilibrium of salt hydrolysis, and precipitation and dissolution equilibrium. Using Treagust (1998){\textquoteright}s development framework, we have developed 25 two-tier multiple-choice items for the CEAS diagnostic test. After completing the corresponding courses, 750 Grade 11 students from five public schools responded to the CEAS diagnostic test. Rasch modeling approach was employed to provide psychometric properties of the CEAS diagnostic test consisting of one-dimensionality, reliability, and validity. This study identified 15 ACs toward the CEAS. This study found that most students performed better on concept tiers rather than reasoning tiers. In addition, students have difficulties in connecting acidity, solubility, ionization, and chemical reaction and in using mathematical thinking to do transformation between concentration, equilibrium constant, and pH value.},
	keywords = {alternative conceptions, chemical equilibrium in aqueous solutions, Rasch Modeling, two-tier multiple-choice items},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.428},
	url = {https://oaji.net/articles/2022/987-1656443763.pdf},
	author = {Peng He and Changlong Zheng and Tingting Li}
}
@article {973,
	title = {ANALYSIS OF TWO-TIER QUESTION SCORING METHODS: A CASE STUDY ON THE LAWSON{\textquoteright}S CLASSROOM TEST OF SCIENTIFIC REASONING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {146-159},
	abstract = {The Lawson{\textquoteright}s Classroom Test of Scientific Reasoning (LCTSR) is a popular instrument that measures the development of students{\textquoteright} scientific reasoning skills. The instrument has a two-tier question design, which has led to multiple ways of scoring and interpretation. In this research, a method of pattern analysis was proposed and applied to analyze two-tier item pairs on the subskill of Control-of-Variable (COV) of LCTSR.  The data were collected from students in grade 4 through college in both the United States and China. Students{\textquoteright} response patterns to two combined item pairs were analyzed and compared against students at different grade levels and reasoning development levels. Six performance levels were established based on students{\textquoteright} response patterns, serving as indicators of COV reasoning development levels. With the new method, a relation was obtained between students{\textquoteright} level of COV skills and grade level, as well as their level of overall reasoning development. It can provide useful information on the possible developmental levels of students{\textquoteright} reasoning skills.},
	keywords = {control-of-variable, grade level, pattern analysis, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.146},
	url = {http://oaji.net/articles/2021/987-1611649216.pdf},
	author = {Shao-Na Zhou and Qiao-Yi Liu and Kathleen Koenig and Qiu-ye Li and Yang Xiao and Lei Bao}
}
@article {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 {990,
	title = {CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {184-203},
	abstract = {Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students{\textquoteright} school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7\% male and 60.3\% female) of upper-secondary school.  Kolb{\textquoteright}s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students{\textquoteright} school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers.},
	keywords = {descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.184},
	url = {http://oaji.net/articles/2021/987-1616865664.pdf},
	author = {Milica M. Gaji{\'c} and Tomka B. Miljanovi{\'c} and Babi{\'c}-Kekez, S. S. and Vera D. {\v Z}upanec and Tamara T. Jovanovi{\'c}}
}
@article {1048,
	title = {THE EFFECT OF LEARNING EXPERIENCES ON INTEREST IN STEM CAREERS: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-663},
	abstract = {Learning experiences can affect students{\textquoteright} interest in STEM (science, technology, engineering, and mathematics) careers. Applying the social cognitive career theory, this study tested and compared the effect size and effect mechanism of formal learning experiences (FLE) and informal learning experiences (ILE) on 1133 tenth-grade students{\textquoteright} interest in STEM careers (ISC) through a paper questionnaire survey. The results of structural equation model analysis showed that: 1) The total effect of ILE on students{\textquoteright} ISC is much greater than that of FLE; 2) ILE, STEM self-efficacy (SSE) and STEM careers perceptions (SCP) can directly affect students{\textquoteright} ISC; FLE and ILE can also indirectly affect students{\textquoteright} ISC through the mediating role of SSE and SCP. The analyses suggest that in order to improve students{\textquoteright} ISC, STEM education (especially informal STEM education) should be strengthened, both formal and informal education should pay attention to the cultivation of students{\textquoteright} SSE and SCP.},
	keywords = {interest in STEM careers, learning experiences, Social Cognitive Career Theory, STEM careers perceptions, STEM self-efficacy, structural equation model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.651},
	url = {http://oaji.net/articles/2021/987-1629707739.pdf},
	author = {Ning Wang and Aik-Ling Tan and Wu-Rong Xiao and Feng Zeng and Jiong Xiang and Wei Duan}
}
@article {1107,
	title = {THE EFFECTS OF AUTONOMY-SUPPORTIVE AND CONTROLLING TEACHING BEHAVIORS ON PRIMARY STUDENTS{\textquoteright} STEM LEARNING PERFORMANCE AND FLOW EXPERIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {942-955},
	abstract = {Flow experience plays a major role in influencing students{\textquoteright} interest of STEM, which is the key to promote STEM talent development. Various teaching behaviors contribute differently to student learning performance and flow experience. Specifically, this research sought to concretely explore the different influences of Autonomy-supportive (AS) teaching behavior and Controlling (C) teaching behavior on students{\textquoteright} STEM learning performance and flow experience. The research conducted an experimental exploration of STEM project among primary school students in two groups with two different teaching behaviors (AS and C) respectively. T-test and ANCOVA analysis revealed that both teaching behaviors greatly contributed to improvement of students{\textquoteright} learning performance. MANCOVA analysis showed that students in Autonomy-supportive group got slightly significant higher flow experience than those in Control group. Regarding flow constructs, both groups had the similar level of engagement, but students in Autonomy-supportive group had higher enjoyment, and stronger control than those in the other group. In other words, Autonomy-supportive teaching behavior and Controlling teaching behavior both enhanced greatly students{\textquoteright} STEM learning performance. While Autonomy-supportive teaching behavior allowed students to be more enjoyable and have a higher level of control in STEM learning. },
	keywords = {autonomy-supportive teaching, controlling teaching, flow experience, intrinsic motivation, learning performance, STEM project},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.942},
	url = {http://oaji.net/articles/2021/987-1639222297.pdf},
	author = {Chu-yu Ou and Shao-Rui Xu and Chu-Ting Lu and Shao-Na Zhou and Hua Xiao}
}
@article {1049,
	title = {EXPLORING THE EFFECTS ON FIFTH GRADERS{\textquoteright} CONCEPT ACHIEVEMENT AND SCIENTIFIC EPISTEMOLOGICAL BELIEFS: APPLYING THE PREDICTION-OBSERVATION-EXPLANATION INQUIRY-BASED LEARNING MODEL IN SCIENCE EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {664-676},
	abstract = {The inquiry-based learning model can facilitate students{\textquoteright} understanding of scientific concepts. Scientific epistemological beliefs (SEBs) are related to students{\textquoteright} beliefs about the nature of the process of knowledge in science education. However, whether the {\textquotedblleft}prediction-observation-explanation{\textquotedblright} (POE) inquiry-based learning model can facilitate fifth graders{\textquoteright} concept achievement and SEBs in science education has not been extensively studied. This study selected the unit of Light Refraction to explore the effects of POE learning on fifth graders{\textquoteright} science concept achievement and SEBs. The Light Refraction Test and Scientific Epistemological Beliefs measurement were applied to the two groups prior to and following the experiment. The experimental group (N=86) participated in POE inquiry-based learning, whereas the control group (N=88) participated without POE inquiry-based learning. The results revealed a significant difference between the two groups, with the experimental group learners performing better than the control group in the concept achievement. In addition, the results showed better positive effects of POE on experimental group learners{\textquoteright} SEBs in the scales of Source and Certainty. Findings suggested that learners achieved better concept achievements and SEBs with the approach of POE inquiry-based learning, which pointed to certain implications for inquiry-based teaching, as well as in education of future science instructors.},
	keywords = {inquiry-based learning model, light refraction, prediction-observation-explanation, science education, scientific epistemological beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.664},
	url = {http://oaji.net/articles/2021/987-1629707839.pdf},
	author = {Li Zhao and Wei He and Xiaohong Liu and Kai-Hsin Tai and Jon-Chao Hong}
}
@article {1050,
	title = {PRIMARY STUDENTS{\textquoteright} PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {677-690},
	abstract = {Most studies have concentrated in assessing students{\textquoteright} overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students{\textquoteright} gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group.},
	keywords = {expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.677},
	url = {http://oaji.net/articles/2021/987-1629707968.pdf},
	author = {Shao-Na Zhou and Lu-Chang Chen and Shao-Rui Xu and Chu-Ting Lu and Qiu-ye Li and De-An Li}
}
@article {852,
	title = {A COMPARATIVE PERSPECTIVE OF TEACHING SKILL ACQUISITION IN PRE-SERVICE PHYSICS TEACHER (PsPT) TRAINING PROGRAM IN CHINA AND NIGERIA},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {356-373},
	abstract = {Microteaching practice is an important part of Pre-Service Physics Teacher (PsPT) Training Program adopting different approaches to inspire the acquisition of teaching skills by prospective teachers. Using psychomotor domain aspect of revised Bloom{\textquoteright}s taxonomy to explore microteaching practice as it relates to physics teaching, this research examined the significant influences of the two approaches (Nigeria and China) identified on the teaching skill of PsPT and suggests the best ways of improving the teaching skill of PsPT through micro-teaching practices. Data were collected using the mixed-method research design of administering descriptive survey questionnaire on final year PsPT while a structured interview question was used to interview the teachers. It was found that the two approaches had significant influences on the teaching skill acquisition of PsPT through microteaching practices with respect to physics as a subject that requires motor skill, and that this can be improved through micro-teaching by a combination of theory with practice. Also, physics teacher educators need to focus on developing PsPTs{\textquoteright} psychomotor domain in line with time reform in microteaching practices to accommodate more time for PsPTs{\textquoteright} to master the subject concept of physics as a psycho motive subject.},
	keywords = {micro-teaching practices, pre-service physics teacher, teaching skill acquisition, training program},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.356 },
	url = {http://oaji.net/articles/2020/987-1591087535.pdf},
	author = {Blessing F. Komolafe and Moses O. Ogunniran and Fen Y. Zhang and Xu S. Qian}
}
@article {901,
	title = {THE EFFECT OF OUTDOOR LESSONS IN NATURAL SCIENCES ON STUDENTS{\textquoteright} KNOWLEDGE, THROUGH TABLETS AND EXPERIENTIAL LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {747-763},
	abstract = {Experiential learning was introduced to support a child{\textquoteright}s concept development towards evolution scientific literacy. This study examined the effect of an experiential learning model (The Mobile Natural Science Learning - MNSL) on the knowledge of 4th grade primary school students in Slovenia, during natural science school lessons at the seashore through the use of tablets. Mobile technology provides authentic learning, assisting outdoor lessons providing material and environmental context in learning, which support the experience of a learner. In the experimental group (N = 95), outdoor learning in the seashore included Kolb{\textquoteright}s experiential learning cycle with the integration of tablets. In the control group (N=97), the teachers used concrete experience for exploring the seashore, excluding the Kolb{\textquoteright}s cycle. The data were collected by using two science knowledge pre and post {\textendash} tests. The test items were classified into three TIMSS{\textquoteright} cognitive domains: 1) factual knowledge, 2) conceptual understanding, and 3) reasoning and analysis. Differences between groups were analysed through Mann-Whitney U-test and showed that the experimental group had better learning outcomes than the control group. Findings indicate that the MNSL-model had a positive effect on students{\textquoteright} achievement in science, more precisely in knowledge on marine organisms and life at the seashore. },
	keywords = {Kolb{\textquoteright}s experiential learning cycle, natural science, outdoor learning, seashore},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.747},
	url = {http://oaji.net/articles/2020/987-1602524649.pdf},
	author = {Nastja Coti{\v c} and Janja Plazar and Isteni{\v c} Star{\v c}i{\v c}, A. and Darjo Zuljan}
}
@article {842,
	title = {EVALUATING SCIENTIFIC REASONING ABILITY: THE DESIGN AND VALIDATION OF AN ASSESSMENT WITH A FOCUS ON REASONING AND THE USE OF EVIDENCE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {261-275},
	abstract = {Scientific reasoning ability (SRA) is widely recognized as an essential goal for science education. There is much discussion on the design and development of assessment frameworks as viable tools to foster SRA. However, established assessments mostly focus on the level of students reasoning attainment. Student ability to use evidence to support reasoning is not adequately addressed and evaluated. In this study, the 6-level SRA assessment framework was conceptualized and validated iteratively via synthesizing literature and a Delphi study. Guided by the framework, an SRA assessment tool adopting and adapting PISA test items and self-created items was developed and administered to 593 secondary students (including 318 8th Graders and 275 9th Graders) in mainland China. Pearson correlation analysis of SRA assessment score and their scores in scientific reasoning provided criterion-related validation for the former (Pearson correlation = .527). Rasch analysis conducted further confirmed the validity and reliability of the SRA test and the assessment framework. Combing quantitative and qualitative methods, the study provides a valid and reliable analytical framework of SRA. It can inform the design of SRA assessments in various science education contexts for diversified audiences.},
	keywords = {Complexity of Scientific Reasoning, Evidence in Reasoning, Rasch Modeling, Scientific Reasoning Ability (SRA)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.261},
	url = {http://oaji.net/articles/2020/987-1586941634.pdf},
	author = {Ma Luo and Zuhao Wang and Daner Sun and Zhi Hong Wan and Liying Zhu}
}
@article {860,
	title = {EVALUATION OF INTERACTIVE GAME-BASED LEARNING IN PHYSICS DOMAIN},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {484-498},
	abstract = {In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the traditional group, the educational video group, and the game-based learning group. The result showed that the game-based learning group performed the best among the three groups, followed by the educational video group, and the traditional group performed the worst. Students in the game-based learning group were enrolled into an interview to study which types of guides enhanced students{\textquoteright} game-based learning. From the interview, the prompts and the interactive characteristic of the game-based learning environment took the first two places. In addition, students benefited from the features of game-based learning including task requirements for execution, the tip prompt function, the feedback mechanism, and the story settings. Therefore, it is necessary to integrate applicable guides into the design of game-based learning according to students{\textquoteright} perspectives for providing engaging learning experience. },
	keywords = {game-based learning, knowledge acquisition, learning guidelines, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.484},
	url = {http://oaji.net/articles/2020/987-1591088071.pdf},
	author = {Hui Zeng and Shao-Na Zhou and Gui-Rong Hong and Qiu-ye Li and Shao-Qiu Xu}
}
@article {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 {786,
	title = {COOPERATION OF THE PRE-SERVICE CHEMISTRY AND GEOGRAPHY TEACHERS ON AN INTERDISCIPLINARY LESSON PLANNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-633},
	abstract = {The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers{\textquoteright} awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants{\textquoteright} lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.},
	keywords = {cooperative planning, interdisciplinary lesson, pre-service chemistry teachers, pre-service geography teachers, relevant science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.620},
	url = {http://oaji.net/articles/2019/987-1564686761.pdf},
	author = {Dragica D. Trivic and Milanka D{\v z}inovi{\'c} and Vesna D. Milanovic and Ljiljana {\v Z}ivkovi{\'c}}
}
@article {771,
	title = {EXPLORING CHANGES IN PRIMARY STUDENTS{\textquoteright} ATTITUDES TOWARDS SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS (STEM) ACROSS GENDERS AND GRADE LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {466-480},
	abstract = {Primary education is an essential stage and has an important impact on students{\textquoteright} learning attitudes throughout the coming school years. The research explored the attitudes towards science, technology, engineering and mathematics among students through all grade levels in primary school. The Project-based Integrated STEM Program was proposed to study the changes of  primary students{\textquoteright} attitudes towards STEM. An assessment of S-STEM which consists of the STEM subscale and the 21st century skills subscale was utilized for both  pre-test and post-test. The results showed that primary students exhibited little different attitudes on the S-STEM in the pre-test, regardless of gender and grade level. As evident from the comparison between the pre-test and post-test, the Project-based Integrated STEM Program had a positive effect on student attitudes towards STEM. It is encouraging if there are more STEM-related programs implemented at all educational stages covering the primary level.},
	keywords = {gender differences, grade levels, project-based integrated STEM program, school students, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.466},
	url = {http://oaji.net/articles/2019/987-1559372673.pdf},
	author = {Shao-Na Zhou and Hui Zeng and Shao-Rui Xu and Lu-Chang Chen and Hua Xiao}
}
@article {739,
	title = {THE IMPLEMENTATION OF MIND MAPS IN TEACHING PHYSICS: EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {117-131},
	abstract = {Primary school students  generally lack motivation  for learning physics, which they perceive as a difficult subject. In order to overcome this problem, it is necessary to apply appropriate teaching approach. The aim of this research was to assess the educational efficiency of mind maps in physics and students{\textquoteright} involvement when this approach is used. A pre-test {\textendash} post-test control group design was used. The sample of this research consisted of 113 seventh-grade students divided into an experimental and a control group. The students in the experimental group were taught physics using mind maps and the students in the control group were taught using conventional teaching approach. The data were collected by using two physics knowledge tests and perceived mental effort scale. The data were analyzed using ANOVA, t-test and chi-square test. The obtained results showed that the educational efficiency of teaching with the use of mind maps was greater than the efficiency of conventional teaching approach. Besides that, the students{\textquoteright} involvement in the experimental group was higher than the one in the control group. The implementation of mind maps in teaching physics in primary schools can increase students{\textquoteright} motivation for learning physics and lower their mental effort. },
	keywords = {educational efficiency, mind maps, students{\textquoteright} involvement, teaching physics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.117},
	url = {http://oaji.net/articles/2019/987-1550083117.pdf},
	author = {Zvezdan Z.Gagi{\'c} and Sonja J. Skuban and Branka N. Radulovi{\'c} and Maja M. Stojanovi{\'c} and Olivera Gaji{\'c}}
}
@article {745,
	title = {USING STEM APPLICATIONS FOR SUPPORTING INTEGRATED TEACHING KNOWLEDGE OF PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {158-170},
	abstract = {In this research the effects of STEM applications, which are aimed to support the integrated teaching knowledge of pre-service science teachers on the problem solving skills of pre-service science teachers were examined. The research was carried out in scope of the mixed method design of convergent parallel design.  The research  was conducted with pre-service science teachers of experimental group (n=31) and control group (n=31) who were studying at F{\i}rat University. STEM applications including Algodoo were carried out with the pre-service teachers in the experimental group for one term. The data of the research were collected through the problem solving inventory test (PSIT), prospects diaries during the process of the pre-service science teachers in the experiment group. Quantitative data were analyzed using unpaired samples t-test. Statistically significant differences were found in favor of the experimental group when the PSIT post-test scores of the pre-service teachers in the experimental and control groups were analyzed. They said that STEM education is necessary and important for them, much better products arise as a result of gathering different disciplines, but integration of four disciplines is not easy.},
	keywords = {Algodoo software, integrated teaching knowledge, pre-service science teachers, problem-solving skills, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.158},
	url = {http://oaji.net/articles/2019/987-1554359281.pdf},
	author = {Burcu Alan and Fikriye Kirba{\u g} Zengin and Gonca Ke{\c c}eci}
}
@article {660,
	title = {THE COMPARISON OF OR-IPA TEACHING MODEL AND PROBLEM BASED LEARNING MODEL EFFECTIVENESS TO IMPROVE CRITICAL THINKING SKILLS OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {300-319},
	abstract = {Critical thinking skills are one of the 21st century skills that are effectively trained by using the OR-IPA and Problem Based Learning (PBL) Model, therefore this research aims to compare the effectiveness of both. Research design used True Experiment with Randomized Subject Control-group Pre-test and Post-test with 94 pre-service physics teachers. Data collected using the critical thinking skills test and the student response sheet, and then analyzed using t-test and N-gain. The results showed: (1) the teaching instruments of OR-IPA and PBL Model have fulfilled the validity requirements (rα ~ .26) and reliability (α = .96 - .99). (2) Each of OR-IPA, PBL, and Conventional Model can significantly increase critical thinking skills at α = 5\%, respectively with average N-gain: medium (.60), medium (.48), and low (.14); with the student response of: very positive, very positive, and less positive. (3) The OR-IPA and PBL Model are effective to improve critical thinking skills, while the Conventional Model is ineffective, and the OR-IPA Model is more effective compared to the PBL Model. Implication of this research is that the OR-IPA Model can be an innovative solution to improve critical thinking skills, but there is still a need for repetitive research like this.},
	keywords = {and PBL model, basic physics, critical thinking skills, OR-IPA model, pre-service physics teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.300},
	url = {http://oaji.net/articles/2017/987-1523527582.pdf},
	author = {Budi Jatmiko and Binar Kurnia Prahani and Munasir and Z.A. Imam Supardi and Iwan Wicaksono and Nia Erlina and Paken Pandiangan and Rosyid Althaf and Zainuddin}
}
@article {646,
	title = {DETERMINATION OF EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT IN THE FLIPPED BIOLOGY CLASSROOM IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-176},
	abstract = {The Flipped Classroom (FC) is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercises. Despite its considerable publicity, the studies focused on the FC in primary education are deficient. The aim of this research is to determine efficiency and students{\textquoteright} involvement in the flipped Biology classroom in primary school, compared to the conventional classroom (CC) approach. Educational efficiency and students{\textquoteright} involvement are measured by combining the values of the students{\textquoteright} performance and mental effort on the test. Each task in the test was followed by the 5-point Likert scale for evaluation of invested mental effort. The total sample of this research included 112 students, aged from 12 to 13. The results show that the FC approach contributes to the reduction of the students{\textquoteright} mental effort and an increase in the students{\textquoteright} performance. On the basis of calculated efficiency and students{\textquoteright} involvement of applied teaching approaches, it was concluded that the FC represents a feasible and efficient approach to Biology primary education.},
	keywords = {biology education, educational efficiency, flipped classroom, mental effort, primary school, students{\textquoteright} involvement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.162},
	url = {http://oaji.net/articles/2017/987-1519060434.pdf},
	author = {Vera S. {\v Z}upanec and Branka N. Radulovi{\'c} and Tijana Z. Pribi{\'c}evi{\'c} and Tomka G. Miljanovi{\'c} and Vujadin G. Zdravkovi{\'c}}
}
@article {662,
	title = {THE EFFECTS OF USING BLOG AS A WEB TOOL IN BIOLOGY TEACHING IN HIGH SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {331-342},
	abstract = {The Internet is a service where much information from the world of science, technology, fashion and entertainment can be found. With the development of mobile devices, information from the Internet has become available almost everywhere. This fact should be used to help students learn curriculum e-materials from smartphones, tablets and netbooks. One of the Internet services that can be successfully applied in teaching is a blog. This research has analyzed the effects of using blog as a web tool in biology teaching. The sample under research included 171 students divided into two groups: an experimental group which used a blog and a control group in which the teaching was conducted without a blog as a teaching tool. The students from both groups were first tested by means of a pre-test according to which the groups were at the same level of knowledge of biology and after covering the topic of Cytology both groups did the post-test. The research showed that the students who used the blog had statistically a significantly better result on the post-test.  Further research showed that students make equal progress at all levels of knowledge with the help of blogs and that the blog is the most useful to advanced students. },
	keywords = {blog in teaching biology, ICT in classroom, internet and education, learning biology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.331},
	url = {http://oaji.net/articles/2017/987-1523527728.pdf},
	author = {Tihomir Lazarevi{\'c} and Tomka Miljanovi{\'c} and Vera {\v Z}upanec and Goran Zari{\'c}}
}
@article {691,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {649-661},
	abstract = {The ability to predict students{\textquoteright} ideas or performances is commonly recognized as an indicator to measure teachers{\textquoteright} knowledge of student learning difficulties. This research focuses on identifying pre-service science teachers{\textquoteright} knowledge of student learning difficulties on Mechanics, as well as comparing pre-service science teachers{\textquoteright} predictions to student reasoning on the causes of their learning difficulties. The populations consist of 479 pre-service science teachers and 1,020 students taking physics as a separate science course. Two versions of the questionnaires are designed, with teacher- and student- oriented questions separately. From the results, inconsistencies are observed between two groups of populations. Pre-service science teachers either over- or under-predict student learning difficulties in some special domains. The results show that the physics content knowledge factor attracts great attention from both students and pre-service science teachers as the cause of student learning difficulties. The research results are important for pre-service science teachers to realize the gap between their own perspectives and students{\textquoteright} actual learning difficulties.},
	keywords = {mechanics domain, pre-service science teachers{\textquoteright} predictions, student learning difficulties, students{\textquoteleft} knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.649},
	url = {http://oaji.net/articles/2017/987-1533709007.pdf},
	author = {Shao-Na Zhou and Hua Xiao}
}
@article {695,
	title = {SCIENCE EDUCATION ADAPTIVE LEARNING SYSTEM AS A COMPUTER-BASED SCIENCE LEARNING WITH LEARNING STYLE VARIATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {711-727},
	abstract = {Students with their different learning styles also have their own different learning approaches, and teachers cannot simultaneously facilitate them all. Teachers{\textquoteright} limitation in serving all students{\textquoteright} learning styles can be anticipated by the use of computer-based instructions. This research aims to develop ScEd-Adaptive Learning System (ScEd-ASL) as a computer-based science learning media by accommodating students{\textquoteright} learning style variations. The research method used is a mixed method at junior high schools in Tangerang Selatan. The final product of the research is a special learning media appropriate to students{\textquoteright} visual, aural, read/write and kinesthetic learning styles.  The uniqueness of the media is its form of integrated science materials, accommodating fast and slow learners, and appropriate to their learning styles. ScEd-Adaptive Learning System as a developed computer-based science learning media was declared as good and valid by four media experts and five learning material experts.  ScEd-ALS for kinesthetic style has a high effectivity to improve students learning mastery (100\%), consecutively aural (63\%), read/write (55\%), and visual (20\%).  This media development can be continued with the Android version or iOS to make it more operationally practical.},
	keywords = {adaptive learning system, computer-based instruction, learning style, science learning media},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.711},
	url = {http://oaji.net/articles/2017/987-1533709271.pdf},
	author = {Zulfiani Zulfiani and Iwan Permana Suwarna and Sujiyo Miranto}
}
@article {706,
	title = {TAKE-HOME-EXPERIMENT: ENHANCING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {828-837},
	abstract = {One classic problem in science education that is still happening today is the lack of learners{\textquoteright} involvement in scientific activity. This may lead to not instilling positive scientific attitudes and the fostering of positive attitudes towards science is an important aspect that could promote greater interest towards science. The Take-Home-Experiment strategy is an attempt to implement an alternative strategy to ascertain whether its implementation promotes a positive attitude towards science among lower secondary school students. A quasi-experimental design was used to determine the effect of the T-H-E strategy on students{\textquoteright} scientific attitudes.  A total of 151 students in Form 2 from a lower secondary school at Pekanbaru Indonesia were divided into three groups: T-H-E group, Laboratory-Experimental group and Conventional group. The research used a questionnaire instrument on scientific attitude which consisted of 31 items with a Cronbach alpha reliability index of 0.68. The result of a one-way ANOVA shows that there was a significant difference in scientific attitude of students among these 3 groups. The mean score (mean = 3.21) for scientific attitude of the T-H-E group was higher compared to both the laboratory-experimental group (mean = 3.07) and the conventional group (mean = 2.91). This research found that the use of the Take-Home-Experiment strategy in teaching science has the potential to enhance lower secondary school students{\textquoteright} scientific attitude. },
	keywords = {scientific approach, scientific attitude, Take-Home-Experiment, Teaching Science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.828},
	url = {http://oaji.net/articles/2017/987-1539418416.pdf},
	author = {Zulirfan and Zanaton H. Iksan and Kamisah Osman and Sayyidah Nusaibah Mohd Salehudin}
}
@article {564,
	title = {CLOSING THE SCIENCE PROCESS SKILLS GAP BETWEEN STUDENTS WITH HIGH AND LOW LEVEL ACADEMIC ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {266-277},
	abstract = {Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students{\textquoteright} SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students{\textquoteright} SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.},
	keywords = {inquiry-based learning, INSTAD, science process skills, STAD},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.266 },
	url = {http://oaji.net/articles/2017/987-1497156674.pdf},
	author = {Baskoro Adi Prayitno and Duran Corebima and Herawati Susilo and Siti Zubaidah and Murni Ramli}
}
@article {624,
	title = {THE EFFECT OF THE MODIFIED KNOW-WANT-LEARN STRATEGY ON SIXTH-GRADE STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {946-957},
	abstract = {Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students{\textquoteright} achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students{\textquoteright} achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students{\textquoteright} inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students{\textquoteright} achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students{\textquoteright} achievement in this subject.},
	keywords = {KWL strategy, learning strategy, modified KWL strategy, students{\textquoteright} performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.946},
	url = {http://oaji.net/articles/2017/987-1513971179.pdf},
	author = {Zekri A. M. Zouhor and Ivana Z. Bogdanovi{\'c} and Sonja J. Skuban and Milica V. Pavkov-Hrvojevi{\'c}}
}
@article {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 {629,
	title = {FEASIBILITY OF CREATIVE EXPLORATION, CREATIVE ELABORATION, CREATIVE MODELING, PRACTICE SCIENTIFIC CREATIVITY, DISCUSSION, REFLECTION (C3PDR) TEACHING MODEL TO IMPROVE STUDENTS{\textquoteright} SCIENTIFIC CREATIVITY OF JUNIOR HIGH SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {1020-1034},
	abstract = {Creative exploration, Creative elaboration, Creative modeling, Practice scientific creativity, Discussion and Reflection (C3PDR) teaching model is a model specifically developed to improve the students{\textquoteright} scientific creativity of junior high school. This research is aimed to analyze the feasibility of C3PDR model in improving the students{\textquoteright} science creativity. The teaching model is considered feasible if it meets the criteria: valid, practical and effective. Ninety-six of the eighth-grade students in Samarinda, Indonesia who attended the science subjects participated in the research during the odd semester in academic year 2015/2016. Its validation was performed by three science education experts through focus group discussions and using validation sheets. The practicality of the model was assessed by 4 teachers using the observation sheets and the effectiveness of the model was determined based on the pre-test post-test of scientific creativity. Scientific creativity measured using Scientific Creativity Structure Model (SCSM) test. The results showed that this model has the content and construct validity in very valid category, practical, and effective with the statistic percentage of agreement R > 85\% and n-gain values = .42, and p < .05. Thus, the C3PDR teaching model is feasible to improve the student{\textquoteright}s scientific creativity of junior high school.},
	keywords = {C3PDR teaching model, feasible, junior high school, scientific creativity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.1020},
	url = {http://oaji.net/articles/2017/987-1513971535.pdf},
	author = {Zulkarnaen and Z.A. Imam Supardi and Budi Jatmiko}
}
@article {573,
	title = {NATURAL SCIENCES JUNIOR HIGH SCHOOL TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE AND ITS IMPACT ON THEIR PLANNING OF LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-378},
	abstract = {An adequate understanding and classroom application of the Nature of Science (NOS) has become imperative for science teachers. Current research in senior high school science teachers{\textquoteright} understanding of NOS is extensive but junior high school natural sciences teachers{\textquoteright} understanding of NOS and planning of lessons requires further exploration. Six junior high school natural sciences teachers{\textquoteright} understandings of NOS, and how they translated their NOS understandings into lesson planning in South Africa were explored. The conceptual framework of the NOS used in this research is drawn from the seven NOS aspects of explicit and implicit teaching of NOS. Data were collected from teachers{\textquoteright} academic background questionnaires, Views of Nature of Science (VNOS(C)) questionnaires, semi-structured interviews and lesson planning documents of teachers. Data were analysed descriptively and interpretively. The findings revealed that junior high school teachers possessed inadequate understanding of NOS, and that their planning for teaching NOS was hardly influenced by their understanding of NOS aspects. The teachers{\textquoteright} work-schedules and lesson plans showed little explicit links of NOS aspects to lesson content. The research findings have implications for the preparation of lessons with NOS aspects linked to the curriculum content.},
	keywords = {junior high school teachers, lesson planning, Natural Sciences, nature of science},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.366},
	url = {http://oaji.net/articles/2017/987-1497964085.pdf},
	author = {Nadaraj Govender and Duduzile Zulu}
}
@article {486,
	title = {COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {97{\textendash}108 },
	abstract = {Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers{\textquoteright} views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers{\textquoteright} education are proposed.},
	keywords = {epistemological belief in science, nature of science, scientific inquiry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.97},
	url = {http://oaji.net/articles/2016/987-1481286413.pdf},
	author = {Jingying Wang and Ying Zhao}
}
@article {521,
	title = {IMPROVING ACADEMIC ACHIEVEMENT OF SCIENCE LEARNERS IN RURAL SCHOOLS THROUGH ASSESSMENT PRACTICES: A SOUTH AFRICAN CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {523{\textendash}531},
	abstract = {This research was embarked on to explore the underperformance of Physical Sciences learners and the subsequent increasing unpopularity of the subject in South African rural schools. As poor academic achievement in science is a concern in many countries and not only in South Africa, qualitative research was undertaken to determine whether assessment can contribute to the improvement of learners{\textquoteright} academic achievement in this particular school subject. The research uses the Cultural and Historical Activity Theory as theoretical lens to analyse how assessment can improve the academic achievement of learners. Data were collected by means of face-to-face interviews with teachers, school principals and subject advisers, the {\textquotedblleft}community{\textquotedblright} as advocated by the Activity Theory, while focus-group interviews were held with the learners who are the {\textquotedblleft}subjects{\textquotedblright} in the Activity Theory. Verbatim findings highlight the views of participants and reveal that though efforts are made to incorporate a variety of informal assessment methods, key issues such as poor formulation of questions, weak comprehension skills and unsatisfactory interpretation of questions, remain a problem. Based on these findings, recommendations for improvement are proposed. },
	keywords = {case study; improving science achievement; physical sciences assessment; rural schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.523},
	url = {http://oaji.net/articles/2016/987-1482424158.pdf},
	author = {Rekai Zenda and Johanna G. Ferreira}
}
@article {535,
	title = {A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}711 },
	abstract = {This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58\% males, 42\% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students{\textquoteright} response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02\%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55\%), learning interest (94.37\%), self-directed learning skills (92.96\%) and feasible for medical education (87.32\%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China.  },
	keywords = {Active learning, China, medical education, patient-oriented problem-solving, Undergraduate},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.706},
	url = {http://oaji.net/articles/2016/987-1482502886.pdf},
	author = {Xingming Ma and Lifeng Zhang and Jingqiu Wang and Yanping Luo and Yaling Liang and Yufeng Wu}
}
@article {495,
	title = {RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS{\textquoteright} PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {204{\textendash}215 },
	abstract = {Scientific model has been advocated as a central role of teaching in science education reform all over the world, with the critical method to achieve one of the goals of science education to promote scientific models and modeling. To find the students{\textquoteright} perceptions of cognitive level of physics models and their modeling mechanism, firstly, research progress in scientific models and modeling are summarized. Then, 39 experts and 8 researchers are chosen to do the three-stage questionnaire and interview, and 1576 students are selected from junior high school and 1625 students from senior high school to do the empirical study. The classification and cognitive level of physics models perceived by high school students have been founded as well as the influence on schools and regions. Finally, regression analysis on the model construction process of students is conducted. The result shows the cognitive level of scientific models held by students, appeared in Chinese national curriculum standards and national examination requirements are equivalent, but there are also some differences among students{\textquoteright} learning, curriculum standards and examination requirements. A specific classification of the models based on the comprehensive understanding systems is conducted, and the impact on learning among different schools and regions and inherent relationship on the cognitive level of physics models are founded. },
	keywords = {cognitive level, modeling mechanism, physics model, scientific model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.204},
	url = {http://oaji.net/articles/2016/987-1481917063.pdf},
	author = {Jingying Wang and Yue Zhang and Weizhao Shi}
}
@article {425,
	title = {EVALUATING THREE GRADING METHODS IN MIDDLE SCHOOL SCIENCE CLASSROOMS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {207{\textendash}215},
	abstract = {This study aims to fill a gap in middle school science education that no direct comparison has been conducted on three popular grading methods - point based, rubric based, and rubric plus written feedback based - on science achievement and motivation. Participants in this quasi-experimental study are 136 7th and 8th grade students from Midwest USA. Results indicate that for both grades, the written feedback group performs significantly better than the point-based and the rubric-only groups on both achievement and motivation measures. However, science achievement under rubric-based grading but without written feedback is not different from that under the traditional points-based grading, underscoring the important extra power that written feedback delivers. This study recommends that written feedback be highly relevant (to the academic standard being assessed), limited in number (to the major misconceptions students have), and giving a second chance (for students to act on to improve learning). },
	keywords = {formative assessment, rubric-based grading, Science Achievement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.207},
	url = {http://oaji.net/articles/2016/987-1473430856.pdf},
	author = {Bo Zhang and Jacob Misiak}
}
@article {452,
	title = {TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS AND ISSUES OF SCIENCE EDUCATION AIMED AT DATABASE SYSTEMS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {535{\textendash}555},
	abstract = {Currently science education is understood not only as education in mathematics, physics and chemistry, but also as an education in informatics. To analyze the current state of informatics education within the tertiary economy and managerial study fields was the aim of the research, the purpose of which was to support curricula innovation in the relevant study programmes and to bring their content closer to the demands and needs of the labour market. An original feature of the research has been the fact that it has been based on students{\textquoteleft} points of view. The research sample consisted of students of the concerned study programmes in the Slovak and Czech Republic. The paper presents methodology of the carried out questionnaire survey and main findings related to the data recorded at items focused on database systems and technologies. The obtained data related to the respondents{\textquoteleft} opinions and the assessments of the selected learning topics taught within their study programmes and the importance of these topics for the respondents{\textquoteleft} professional career were processed according to the factors of the country, gender and field of the study. The results showed a significant dependence of the respondents{\textquoteleft} answers on their field of the study independently on their gender and the country in which they took their study.},
	keywords = {Computer Literacy, curricula innovation, evaluation methodologies, science education, tertiary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.535},
	url = {http://oaji.net/articles/2016/987-1479498507.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek}
}
@article {367,
	title = {IMPACT OF MULTIMEDIA ASSISTED TEACHING ON STUDENT ATTITUDES TO SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {361{\textendash}380 },
	abstract = {During the last decades, multimedia assisted teaching has expanded to all types and levels of schools. The authors dealt with a question whether there is a possibility through the application of multimedia teaching materials in the natural science school subjects to eliminate students{\textquoteright} negative attitudes to these subjects. To answer this question, a research was carried out in which the attention was paid to possibilities to eliminate students{\textquoteleft} negative attitudes to physics as the most unpopular school subject. The authors show how various aspects of students{\textquoteleft} opinion on physics can be changed due to the use of animations and interactive simulations of the physical phenomena in the teaching process. For the pedagogical intervention two kinds of multimedia teaching materials were used. The difference between them was in the level of their interactivity. Within the research students{\textquoteleft} attitudes to physics through the given explored aspects were assessed twice, once before the multimedia teaching material pedagogical intervention and the second time after it. As the research results show, although it is possible to certain rate to eliminate students{\textquoteleft} negative attitudes to physics, this possible elimination depends also on the level of the intractivity of the used multimedia teaching materials.},
	keywords = {change of the attitudes, multimedia assisted teaching, negative attitudes to school subjects, teaching physics},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.361},
	url = {http://oaji.net/articles/2015/987-1437679232.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Martin B{\'\i}lek}
}
@article {277,
	title = {DEVELOPING A SCALE OF ANXIETY TOWARDS USING GRAPHS IN CHEMISTRY CLASSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {34-46 },
	abstract = {Graphs are indispensable elements of education in terms of expressing qualitative and quantitative data and laws of science. Individuals need to have the skill to use graphs. The ability to use graphs is listed under three groups as interpretation skill, modeling skill, transformation skill. The lack of performing these skills, failing to overcome these challenges may cause students to develop anxieties towards using graphs. Students{\textquoteright} existing anxieties towards using graphs may prevent the emerging of these skills, reinforce the emerging of the challenges. Therefore, this study focused on developing a scale for anxiety towards using graphs in chemistry using a draft scale along with its validity and reliability studies. The reliability and validity analysis of the scale concluded with a one dimensional assessment tool of 15 items with a reliability level of 0,903.},
	keywords = {affective, Anxiety, chemistry education, graphic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.34},
	url = {http://oaji.net/articles/2015/987-1425757620.pdf},
	author = {Nilg{\"u}n  Se{\c c}ken and Nuray Zan}
}
@article {292,
	title = {RESULTS OF PISA AND EVALUATION OF COMPUTER SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {234-248},
	abstract = {In the PISA scientific literacy monitoring carried out in 2006 and 2009 Slovak students achieved results below the OECD average scores while Czech students achieved significantly better results. Following the PISA results there was carried out a research aimed at evaluation of the current state of computer science education/informatics teaching at an upper secondary school level in both countries and moreover also in Belgium. In all three concerned countries a lack of textbooks of an appropriate quality was identified as a main weakness. Further identified weaknesses were: in Slovakia a problem of a lack of tasks attractive for students, in the Czech Republic a weak attractiveness of the teacher{\textquoteright}s presentation of new material for students and identically to Belgium a lack of engagement of students in tasks solved in class. Positively evaluated was: in Slovakia attractiveness of the curriculum and methods of new material presentation by teachers, and in the Czech Republic and Belgium clarity of the teacher{\textquoteright}s presentation of new curriculum.},
	keywords = {current state of computer science education, evaluation of informatics teaching, international comparison, monitoring of students{\textquoteleft} scientific literacy, strengths and weaknesses of informatics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.234 },
	url = {http://oaji.net/articles/2015/987-1425758806.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek}
}
@article {41,
	title = {UNDERSTANDING GLOBAL AND PERSONAL USE OF ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {4 - 18},
	abstract = {In  this  article  we  report  an  investigation  of  some  aspects  of  students{\textquoteright} understanding  of the energy flow on earth and how people  might  economize on energy in their daily life. The method chosen is  to  give  the  students  pen-and-paper  faste tasks  of  the  open-answer  type.  The  written  responses  are analysed qualitatively. Categories  and  other  details  in  the  analysis  are  not decided in  advance  but  formed  through  interaction  with  the  actual  replies. The  investigation  has  been  part  of  a  Swedish  national  evaluation  made  in 1995 and 1998,  mainly involving  students aged 16 and 19. The results  show, among  other things,  that students describe only  a  few steps  and branches in the  energy flow on earth,   grossly  underestimate man{\textquoteright}s use of  fossil  energy and  grossly overestimate the  global use of nuclear  energy.  Students{\textquoteright}  answers concerning  economizing  on  energy on  the  personal level  concentrate  on  the use  of  electricity  for  lightin   and  housework.  Curricular  implications  of results  obtained  are  discussed, and  the  concept  {\textquoteleft}orientation  pattern{\textquoteright}  is introduced as a tool that might help students improve their understanding   of the world around them.},
	keywords = {science education, teaching programs},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180554.pdf},
	author = {Bj{\"o}rn Andersson and Frank Bach and Ann Zetterqvist}
}
