@article {627,
	title = {THE EFFECT OF INQUIRY-BASED LEARNING ON GIFTED AND TALENTED STUDENTS{\textquoteright} UNDERSTANDING OF ACIDS-BASES CONCEPTS AND MOTIVATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {994-1008},
	abstract = {Inquiry-based learning is a usable approach in developing gifted and talented students{\textquoteright} learning and one that overlaps with their properties and learning needs. The aim of this research was to examine the effect of guided inquiry-based learning approach compared with that of traditional teacher-centered instruction on gifted and talented eighth grade students{\textquoteright} understanding of acids-bases concepts and motivation towards science learning. A nonequivalent control group design was used in the research. The participants were 40 gifted and talented eighth grade students from one Science and Art Center in Ankara/Turkey. There were two different groups: the experimental group and the control group. The Acids and Bases Diagnostic Test and Students{\textquoteright} Motivation towards Science Learning questionnaire were used in the research as data collection tools. Before and after the implementation, the tools were administered as pre-test and post-test to both groups. For data analysis the independent samples t-test and multivariate analysis of variance (MANOVA) was used. The results showed that there was a statistical significant difference between the groups in favor of the experimental group.},
	keywords = {achievement, acids-bases concepts, gifted and talented students, guided inquiry-based learning, motivation towards science learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.994},
	url = {http://oaji.net/articles/2017/987-1513971383.pdf},
	author = {Sinem Din{\c c}ol {\"O}zg{\"u}r and Ayhan Y{\i}lmaz}
}
@article {456,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR CHEMISTRY SELF-CONCEPT INVENTORY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {599{\textendash}606 },
	abstract = {Self-concept, one of affective introductory behaviours, is one of the most frequently studied issues especially in social sciences. Since it is a strong mental structure which psychologists and social psychologists say to be related with learning, this research aims to adapt Chemistry Self-Concept Inventory developed by Bauer (2005) so as to evaluate students{\textquoteright} self-concept into Turkish, and analyse its psychometric properties. The data were collected by applying the inventory to 530 prospective teachers attending the chemistry education, primary school education and science education departments of three different Universities. Following the translation work, Turkish form of the inventory was given the final shape. The construct validity of the inventory was tested by confirmatory factor analysis. McDonald{\textquoteright}s Omega (ω) and Cronbach Alpha (α) coefficients were calculated for the reliability study of the inventory. Fit indices were found to be lower in the first confirmatory factor analysis conducted than the ones expected, and 11 items with the fewest factor loads and with the highest modification indices were removed from the inventory. The sub-dimensions apart from creativity were found to have ω and α coefficients above 0.70. },
	keywords = {academic enjoyment self-concept, Academic self-concept, chemistry self-concept, mathematics self-concept},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.599},
	url = {http://oaji.net/articles/2016/987-1479542432.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and Ayhan Y{\i}lmaz}
}
