@article {590,
	title = {DETERMINING THE EFFECTIVENESS OF A DESIGN{\textendash}BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-591},
	abstract = {This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers{\textquoteright} self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher{\textquoteright}s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students{\textquoteright} learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. },
	keywords = {competence-based, continuous professional development, teacher reflection skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.576    },
	url = {http://oaji.net/articles/2017/987-1503905275.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikmae}
}
@article {502,
	title = {DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {284-297},
	abstract = {The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher{\textquoteright}s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher{\textquoteright}s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. },
	keywords = {3-stage education through science (EtS) model, constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.281},
	url = {http://oaji.net/articles/2016/987-1482422247.pdf},
	author = {Ana Valdmann and Miia Rannikmae and Jack Holbrook}
}
@article {244,
	title = {RESEARCH TRENDS IN SCIENCE EDUCATION FROM THE PERSPECTIVE OF JOURNAL OF BALTIC SCIENCE EDUCATION: A CONTENT ANALYSIS FROM 2002 to 2011},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {94-102},
	abstract = {The main aim of this research is to analyse ten volumes of Journal of Baltic Science Education (JBSE) according to the authors{\textquoteright} nationality and research topics of the articles published in the journal between 2002 and 2011. The journal published ten volumes, 27 issue and 166 articles since 2002. The articles were submitted by 343 authors from 31 countries. Statistical analyses show that the authors from Turkey are ranking highest in terms of the number of published papers. Latvia and Lithuania follow Turkey as second and third countries. The study found out that the articles regarding learning-conception, teaching, learning-context and goals, policy and curriculum most frequently investigated by the researchers. However, in 2002-2011, there is no article related to informal learning. The researchers gave less attention to cultural, social and gender issues when compared other research topics in the scope of JBSE.},
	keywords = {content analysis, Journal of Baltic Science Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.94},
	url = {http://oaji.net/articles/2014/987-1419167167.pdf},
	author = {Bulent Cavas and Pinar Cavas and Yasemin Ozdem and Miia Rannikmae and Hamide Ertepinar}
}
@article {48,
	title = {SCIENCE TEACHERS CHANGE TOWARDS STL TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	abstract = {The paper describes the effectiveness of the intervention training and draws attention to the most important factors to be considered in developing service programmes for the promotion of STL teaching skills. STL is taken to mean developing the ability to creatively utilise sound science knowledge in everyday life to solve problems, make decisions and improve the quality of life.  The STL study was divided into three phases: teaching based on STL materials supplied to teachers, a six month active involvement through workshops where teachers developed and tried out their own STL materials and a follow up allowing the application of the skills acquired during the intervention. STL materials were defined as materials, of social issue, based, student-centred decision-making, and/or problem-solving units, within curriculum topics (Holbrook\&Rannikm{\"a}e, 1997). Altogether, 45 science teachers and 1163 students were involved in the study.

As a result of the 6 months intervention period it was found that the major factor illustrating effectiveness of a teacher developed STL materials was their ownership of STL teaching, expressed in terms of the ability to develop consequence maps. The structure of the consequence maps was used to distinguish three categories of teachers: subject learning activity based, with dominance on facts and concepts; sequenced activity based, with emphasis on process skills; social issue based, including problem-solving and decision-making strategies. Data collected 10 months after the intervention had indicated the need for re-categorisation of teachers, because the extent of the teacher change was not sustained and ownership of STL decreased. Three new categories were found based on teacher{\textquoteright}s perception of relevance of science education: motivational relevance, skills relevance and social relevance.

The effectiveness of the intervention programme was obvious: teachers who acknowledged the need for teaching social skills in conjunction with science concepts and process skills, continued to embed these ideas into their teaching ten months after the intervention. The sustained change was illustrated by phenomenographical outcome space (Marton, 1981). },
	keywords = {competence, science education, scientific literacy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504181071.pdf},
	author = {Miia Rannikmae}
}
