@article {1326,
	title = {INFLUENCE OF STEM VALUE PERCEPTION ON STEM CAREER PREFERENCES AMONG AGRICULTURAL AND FORESTRY UNDERGRADUATES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {914-928},
	abstract = {Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students{\textquoteright} STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students{\textquoteright} professional awareness and identity, by addressing gaps in students{\textquoteright} value perceptions of STEM education. Furthermore, efforts to improve students{\textquoteright} interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students{\textquoteright} STEM career preference.},
	keywords = {Agroforestry undergraduates, STEM career preference, STEM learning interest, STEM self-efficacy, STEM value perceiving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.914},
	url = {https://oaji.net/articles/2023/987-1697654037.pdf},
	author = {Jianjun Sheng and Peiyao Tian and Daner Sun and Yanhua Fan}
}
@article {1262,
	title = {INTEGRATING MICRO PROJECT-BASED LEARNING TO IMPROVE CONCEPTUAL UNDERSTANDING AND CRUCIAL LEARNING SKILLS IN CHEMISTRY },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {130-152},
	abstract = {Active participation in project-based learning (PBL) could develop students{\textquoteleft} knowledge and crucial learning skills across various disciplines. However, the implementation of PBL in the K-12 classroom is usually impeded by the step-by-step PBL cycle. Micro project-based learning (MPBL), which advocates and adheres to the learning principles and mechanisms of PBL with constraining the learning cycle in shorter periods, has been considered as a lightweight alternative to PBL process. As an exploration, this study explored the impact of MPBL on the conceptual understanding of sodium bicarbonate and the crucial learning skills in chemistry class at upper-secondary schools. The quasi-experimental research was implemented for 125 students, with an experimental group receiving MPBL teaching and a control group receiving conventional teaching. In the study, data including knowledge tests, crucial learning skills survey, and student interview were collected and analysed. The results indicated that MPBL was effective in the development of students{\textquoteright} conceptual understanding and crucial learning skills (i.e., communication and collaboration, information integration, independent learning, and problem-solving). The study will inform the pedagogical innovation in chemistry education and teaching practices in chemistry class.},
	keywords = {chemistry education, pedagogical approach, sodium bicarbonate, upper-secondary schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.130},
	url = {https://oaji.net/articles/2023/987-1676961214.pdf},
	author = {Peiyao Tian and Daner Sun and Ruirui Han and Yanhua Fan}
}
@article {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 {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}
}
