@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 {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 {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 {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}
}
