@article {1358,
	title = {THE FEASIBILITY AND EFFECTIVENESS OF LIFE SCIENCE IN STEM PRACTICAL LEARNING ENVIRONMENT },
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {151-163},
	abstract = {Building 21st-century life science skills requires educating participants according to STEM abilities. Therefore, this research aimed to examine the effectiveness and feasibility of the STEM ability assessment framework in the practical learning environment. The study uses STEM coffee preparation experiential activity with a Royal Belgian siphon pot to construct a learning environment in the classroom. The study also develops two assessment instruments, a knowledge concept questionnaire, and an entrepreneurial scientific thinking scale, to examine their effectiveness and feasibility in the STEM learning environment. The results of the content validity index reveal the value of good-grade literature for two questionnaires. Kendall{\textquoteright}s coefficient of concordance (ω) of the four reviewers{\textquoteright} responses shows that the inter-rater reliability of the two questionnaires reaches a better level. The Chi-square test found that this STEM learning environment is feasible and effective and will help the participants assess their STEM abilities. The entrepreneurial scientific thinking for preparing beverages of life science is rich in viability and efficacy for instrument creation and assessment. Future research lengthened the extraction process while also improving consistency. Last but not least, more teaching practices and research designs are available. However, the goal is for learners{\textquoteright} STEM aptitude to increase practice depth.},
	keywords = {effectiveness and feasibility, entrepreneurial scientific thinking, life science, Royal Belgian siphon pot, STEM education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.151  },
	url = {https://oaji.net/articles/2023/987-1709892744.pdf},
	author = {King-Dow Su}
}
@article {1238,
	title = {THE EFFECTS OF CROSS-DISCIPLINARY LIFE SCIENCE INNOVATION IMPLEMENTED BY STUDENTS{\textquoteright} STIMULATED STRATEGIES FOR PBL-STEM SELF-EFFICACY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1069-1082},
	abstract = {This research used mixed effects to construct a PBL-STEM (problem-based learning with STEM) questionnaire with high validity and reliability. The benefits of PBL-STEM focused on cross-disciplinary and longitudinal research to analyze students{\textquoteright} self-efficacy in life science. All 175 university students who attended this course as an elective participated in this research. The purpose was to evaluate students{\textquoteright} performance in the cake-baking practice experiential course and to use unpaired samples t-test, one-way ANOVA, and feedback analysis as quantitative and qualitative data. The following are noteworthy results: The t-test showed that five stimulated scales were significantly different and better after the cake-baking PBL-STEM activity. In one-way ANOVA, to engage with more students in STEM activities, improve conceptual learning, and close achievement gaps. The more enthusiastic students are, the more actively they study and think, and the more effectively they improve their PBL-STEM learning. Students{\textquoteright} feedback analysis of this teaching activity is beneficial for improving technology, student-teacher engagement, process comprehension, and learning interest. The light of this research will foster a disposition of learning, enhance cake-baking skills, and encourage problem-solving based on their thinking. },
	keywords = {cross-disciplinary, life science, PBL-STEM, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1069},
	url = {https://oaji.net/articles/2022/987-1671188193.pdf},
	author = {King-Dow Su}
}
@article {1174,
	title = {IMPLEMENTATION OF INNOVATIVE ARTIFICIAL INTELLIGENCE COGNITIONS WITH PROBLEM-BASED LEARNING GUIDED TASKS TO ENHANCE STUDENTS{\textquoteright} PERFORMANCE IN SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {245-257},
	abstract = {This research conceived multivariate learning concepts and aimed at the implementation of integrating artificial intelligence (AI) life learning of face recognition, self-driving, and robots{\textquoteright} situational issues into problem-based learning (PBL) in natural science. This research put forward problem-solving and group cooperation in which students worked together to complete learning tasks from encountering problems to planning problem-solving. All 127 participants engaged in this research from the Hungkuo Delin University of Technology in Taiwan. 7 experts helped construct the content validity, construct validity, and reliability through instrument developments of 5 open-ended test questions and 31 learning attitude items. The statistical analyses revealed that those students improved their scientific cognitive skills of problem-solving by quantitative analyzes and presented their logical reasoning and activation ability by qualitative ones. In addition, the descriptive statistical analysis of learning attitude revealed that students had positive thinking attributes for the application of cross-disciplinary PBL and AI new knowledge. These findings had implications for the AI cognitions with PBL educational environment to increase innovation in the classroom. Pedagogical suggestions presented that students{\textquoteright} learning growth in the environment requires long-term cultivation to exhibit significant learning outcomes in the future.},
	keywords = {Artificial Intelligence, cross-disciplinary, Problem-Based Learning, situational issues},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.245},
	url = {https://oaji.net/articles/2022/987-1652122552.pdf},
	author = {King-Dow Su}
}
@article {1109,
	title = {IMPLEMENTATION OF SSI CONCEPT MAPPING AS A DYNAMIC LEARNING ENVIRONMENT TO ENHANCE STUDENTS{\textquoteright} SCIENTIFIC PERFORMANCE },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {969-982},
	abstract = {The presented research focuses on verifying the confluent application of concept mapping (CM) and socio-scientific issues (SSI) according to the value-laden and moral dilemma orientation to construct problem-solving performance. This research sets up some perspectives for all 146 participants, including 139 students and 7 experts. All findings reveal that the design of SSICM contexts includes a rebuttal process and incense claim to improve students{\textquoteright} argument response (16.4\%), to increase content knowledge and illuminate their science learning by argumentations. To develop an assessment tool with high validity and reliability (Cronbach{\textquoteright}s α > .9) and find positive presentations of all learning attitudes in the SSICM context, learning environment and results will concern the best argumentation process. Students{\textquoteright} interview responses and SWOT analysis of teachers indicate that SSICM{\textquoteright}s use of argument in the classroom is a real benefit. The research provided a better paradigm of attempts to combine analytical and academic hypotheses to explain literature sources by teachers, researchers, textbook developers, and editors. },
	keywords = {concept mapping (CM), problem-solving, socio-scientific issues (SSI), SSICM contexts},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.969},
	url = {http://oaji.net/articles/2021/987-1639222419.pdf},
	author = {King-Dow Su}
}
@article {998,
	title = {A NEW ASSESSMENT OF HOCS-ORIENTED LEARNING FOR STUDENTS{\textquoteright} HIGHER-ORDER THINKING ABILITIES BY MARZANO{\textquoteright}S TAXONOMY},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {305-315},
	abstract = {This research focuses on students{\textquoteright} higher-order cognitive skill (HOCS)-oriented learning to construct effective hierarchical thinking abilities in their chemical particulate nature of matter. For in-depth knowledge and profound understanding, this research deals with students{\textquoteright} positive developments towards HOCS with a special guidance to Marzanos{\textquoteright} taxonomy. The methodology starts from the retrieval and comprehension of HOCS-centered assessment instrument to students{\textquoteright} analysis and knowledge utilization of transitional performances. 326 participants were assigned to take natural science curriculum in 2019 academic year. With the help of 7 scholars{\textquoteright} implements, the importance of content validity and inter-rate reliability were constructed through instrument developments of students{\textquoteright} HOCS performances. All research results indicated that more distributions of HOCS thinking abilities reached up to the target response of 38.0\% analysis task and 27.30\% knowledge utilization in Marzanos{\textquoteright} spectrum. This research is beneficial and advantageous that students will be capable of additional learning efficiency in their multiple interactive engagements with academic resources and suggestions from instructors, researchers, and science educators.},
	keywords = {HOCS-oriented learning, knowledge utilization, Marzanos{\textquoteright} taxonomy, particulate nature  of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.305},
	url = {http://oaji.net/articles/2021/987-1616866238.pdf},
	author = {King-Dow Su}
}
@article {906,
	title = {ENHANCING STUDENTS{\textquoteright} HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {842-854},
	abstract = {To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students{\textquoteright} assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students{\textquoteright} total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students{\textquoteright} micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms.          },
	keywords = {hierarchical designs, high-order cognitive skills, micro, particulate nature of matter, symbolic performances},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.842},
	url = {http://oaji.net/articles/2020/987-1602525025.pdf},
	author = {King-Dow Su}
}
@article {736,
	title = {A FEASIBLE GUIDANCE FOR ORDERED MULTIPLE-CHOICE ITEMS IN STUDENTS{\textquoteright} HIERARCHICAL UNDERSTANDING LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {77-89},
	abstract = {This research focuses on students{\textquoteright} 5 hierarchical levels of Ordered Multiple-Choice (OMC) items for their extensive conceptualized understanding in the particulate nature of matter (PNM) chemistry. The basic framework for OMC items is to link students{\textquoteright} conceptual understanding levels with possible cognitive responses. Developed as the substantial learning perspective, OMC item approaches benefit students with dominant formulations in directing a new impetus on individual mental constructions. This research attempts to establish the validity and reliability through assessing students{\textquoteright} understanding levels. The main methodology of innovative OMC design manifests students{\textquoteright} verified responsive accumulations; with 5 hierarchical mental conceptualizations from naive understanding up to complete systemic PNM understanding. OMC findings offer students more choices to determine the most appropriate corresponding answer towards different conceptualization levels and to set their individual responses at the medium understanding levels. All contribution of this research gives students{\textquoteright} future perspectives in more collaborative engagements with further administering OMC items.   },
	keywords = {hierarchical levels, Ordered Multiple-Choice (OMC), particulate nature of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.77},
	url = {http://oaji.net/articles/2019/987-1550082943.pdf},
	author = {King-Dow Su}
}
@article {692,
	title = {ENHANCING STUDENTS{\textquoteright} CORRESPONDING REASONING OF COGNITIVE PERFORMANCES BY ANIMATED CONCEPT MAPPING IN ELECTROCHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {662-673},
	abstract = {The use of animated concept mapping (ACM) has been linked to an innovative learning skill when conducting students{\textquoteright} guidance of 4 corresponding reasoning processes in electrochemistry. This research aims to establish a new perspective with ACM cognitive reasoning to broaden students{\textquoteright} individual developments of problem-solving skills. It is followed by a quasi-experimental approach of pre-tests, post-tests and retention-tests designed for 274 qualified college students in Taiwan. All data collected from students{\textquoteright} learning performances and feedback is further analyzed by means of achievement covariance, t-tests and one-way ANOVA. Analytical results reveal that ACM facilitates learning comparisons and out-performances in two groups of students in different post-test and retention-test scores. Students{\textquoteright} positive feedback and learning disposition also provide the predominant advantage for participants{\textquoteright} successful reasoning processes. Pedagogical implications suggest that ACM learning performances result in more significant collaborative reasoning.   },
	keywords = {animated concept mapping, corresponding reasoning processes, electrochemistry learning performances, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.662},
	url = {http://oaji.net/articles/2017/987-1533709066.pdf},
	author = {King-Dow Su}
}
@article {607,
	title = {TACTIC FULFILLMENTS OF THREE CORRELATIONS FOR PROBLEM-SOLVING MAPS AND ANIMATED PRESENTATIONS TO ASSESS STUDENTS{\textquoteright} STOICHIOMETRY PERFORMANCES},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {733-745},
	abstract = {This research focuses on students{\textquoteright} tactic assessments of 3 correlations with illustrated 2-step strategic map and animated presentations in stoichiometry. The participants were divided into 2 learning groups: the experimental and the control group by quasi-experimental approach. Most of all, experimental group participants have been contingent on critical performances of thinking capabilities in accordance with tactic fulfillments of 3 correlations helpfully. In contrast with statistic findings of post-tests, experimental group participants get more formulated goals of individual learning in answering 5 algorithmic and conceptual pairs of achievement test items than those of control group participants. Students{\textquoteright} shift of reasoning from model-based to case-based requires them to explore an effective mental cognition and responses for full-fledged performances of problem-solving skills. After tactic fulfillments for 3 study objectives of visualized developments, experimental group participants have upgraded a distinct learning accumulation and project-based feedback at their best learning performances.},
	keywords = {problem-solving, stoichiometry, tactic fulfillments, three correlations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.733},
	url = {http://oaji.net/articles/2017/987-1509214073.pdf},
	author = {King-Dow Su}
}
@article {532,
	title = {STRENGTHENING STRATEGIC APPLICATIONS OF PROBLEM-SOLVING SKILLS FOR TAIWAN STUDENTS{\textquoteright} CHEMISTRY UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {662{\textendash}679},
	abstract = {This study better research aimed at strategic applications for exploring students{\textquoteright} learning performances with conceptual understanding and algorithmic proficiency by problem-solving maps and six major learning activities. A quasi-experimental method was employed to detect the outcomes of students{\textquoteright} compared intervention, together with two learning groups, the experimental group and control group. All results demonstrated that the experimental group students who used the strategic applications showed better learning performances than those of the control group students. The experimental group students with more cognitive competency presented significant achievements and larger effect sizes after their two module executions of gas chemistry program. Moreover, these demonstrations were predominated with students{\textquoteright} conceptual and algorithmic learning developments in chemistry. The experimental group students witnessed a new advancement of self-performed modules to promote their feedback and intelligent analyses.},
	keywords = {algorithmic proficiency, Conceptual Understanding, gas chemistry, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.662},
	url = {http://oaji.net/articles/2016/987-1482502639.pdf},
	author = {King-Dow Su}
}
