@article {1222,
	title = {EFFECT OF INQUIRY-BASED LEARNING ON STUDENTS{\textquoteright} ATTITUDE TOWARDS LEARNING BIOLOGY AT UPPER SECONDARY SCHOOLS IN RWANDA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {862-874},
	abstract = {Attitude has been regarded as a motivating feeling for the learning of biology. However, how inquiry-based learning contributes to attitude change towards the learning of biology has not yet been studied in Rwanda. This study intends to determine the effect of inquiry-based learning on students{\textquoteright} attitudes toward learning biology. A sample of 228 secondary school students at the upper secondary level in Rwanda was used. A quasi-experimental design with pre-and post-test was employed. One group was randomly assigned to the control group (N = 109) under the conventional teaching method, while the second group participated as the experimental group (N = 119) under the inquiry-based learning method. Biology attitude questionnaire (BAQ) was tested and a Pearson reliability of .89 coefficient was found, and hence the BAQ was adopted and used for the control and treatment groups before and after learning microbiology. Results asserted a significant effect of intervention in favor of the experimental group. However, a significant effect of the treatment on students{\textquoteright} attitude change in relation to gender was not identified. The study recommends using inquiry-based learning to promote attitude toward learning biology as it raises students{\textquoteright} interest to learning biology and alleviates the difficulty of its concepts.},
	keywords = {biology education, inquiry-based learning, quasi-experimental design, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.862 },
	url = {https://oaji.net/articles/2022/987-1667237209.pdf},
	author = {Henriette Manishimwe and William Aino Shivoga and Venuste Nsengimana}
}
@article {1108,
	title = {THE EFFECTS OF CONCEPT CARTOONS AND ARGUMENTATION BASED CONCEPT CARTOONS ON STUDENTS{\textquoteright} ACADEMIC ACHIEVEMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {956-968},
	abstract = {Although "Reproduction, Growth, and Development in Living Things" (RGDLT) is a core topic in the Turkish science curriculum, it is known that students have difficulties in understanding. Integrating concept cartoons and argumentation into the teaching of this unit has the potential to promote students{\textquoteright} interest and understanding. This research is the first to compare the effects of concept cartoons and argumentation-based concept cartoons on students{\textquoteright} academic achievement in teaching sixth grade RGDLT subjects. The research was performed with two experimental groups and one control group in a secondary school in Turkey. A quasi-experimental research design was used in the research. Analysis of the post-test results revealed that the success of the group using concept cartoons was higher than the control group, but more importantly, the success of the group using argumentation-based concept cartoons was higher than the group using concept cartoons. The results of this research indicate that the academic achievement of students can be increased significantly when concept cartoons and argumentation-based concept cartoon activities are used in addition to the constructivist methods in teaching these subjects. The results of the research serve as a guide for teachers and researchers interested in teaching science and biology subjects.},
	keywords = {argumentation, biology education, concept cartoons, living things, quasi-experimental research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.956},
	url = {http://oaji.net/articles/2021/987-1639222356.pdf},
	author = {Feyzi Osman Pekel}
}
@article {1096,
	title = {SECONDARY SCHOOL STUDENTS{\textquoteright} ABILITY TO WORK WITH THE TASKS DESIGNED FOR BIOLOGY OLYMPIAD},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {827-839},
	abstract = {For the possibility of using competitive tasks from the Biology Olympiad (BiO), either directly or after certain adaptations for everyday teaching tasks in the teaching process, it was aimed to determine if students could work meaningfully with them. The success of 2nd-year secondary school students (n = 113) in solutions of tasks (n = 5) designated for BiO was compared with the solutions by the regional round BiO{\textasciiacute}s participants. One-way analysis of variance and Tukey{\textasciiacute}s multiple comparison test were used for the statistical evaluation of the data. The research shows that secondary school students achieved an average success rate of 47.58 {\textpm} 12.51 \% and BiO participants 62.69 {\textpm} 9.86 \%. Within the results of all selected tasks, at least someone of the class of the secondary students achieved similar results in each of the tasks as BiO participants. That indicates that secondary school students were able to work meaningfully with BiO tasks which confirmed students{\textquoteright} eligibility for work with these tasks.},
	keywords = {biology education, Biology Olympiad, difficulty of tasks, learning tasks, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.827},
	url = {http://oaji.net/articles/2021/987-1633974438.pdf},
	author = {Mat{\v e}j Nov{\'a}k and Jan Petr and Tom{\'a}{\v s} Ditrich}
}
@article {731,
	title = {AGRICULTURAL STUDENTS{\textquoteright} KNOWLEDGE OF PHOTOSYNTHESIS AND THE CONTEXTUAL FACTORS THAT INFLUENCE IT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {This research aimed to assess the knowledge of photosynthesis among students in agricultural education and understand the influence of the contextual factors on it. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. The research sample consisted of 330 students in agricultural education in Slovenia. Data were collected with a knowledge test and a contextual questionnaire. Better knowledge of photosynthesis was positively related with higher awareness of the importance of biology as a science and of photosynthesis. There was no significant relation between the knowledge of photosynthesis and positive attitudes toward biology lessons. The average achievement on the knowledge test of photosynthesis was 56\%: the highest on the item about energy and the lowest on the item about the primary purpose of photosynthesis. Between these two achievements was the knowledge of reactants and products in photosynthesis, and the knowledge concerning chlorophyll. Considering these results, improvements should be made in teaching. For this population, more experimental and less theory-based lessons were suggested. The findings could benefit biology and science teachers in agricultural education and help improve national curriculum for biology in agricultural programmes.},
	keywords = {agricultural education, biology education, contextual factors in education, knowledge of photosynthesis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.06},
	url = {http://oaji.net/articles/2019/987-1550082600.pdf},
	author = {Katja Gobec and Jelka Strgar}
}
@article {816,
	title = {DEVELOPMENT OF ESTONIAN UPPER SECONDARY SCHOOL STUDENTS{\textquoteright} BIOLOGICAL CONCEPTUAL UNDERSTANDING AND COMPETENCES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {955-970},
	abstract = {The main aim of this research was to measure 10th and 12th grade students{\textquoteright} biological conceptual understanding and competences through their upper secondary school studies. Data collection started at the beginning of the upper secondary school biology studies in the 10th grade. The same students participated in this research when they were in the 12th grade. A validated instrument of covering four competences: biological conceptual understanding, problem-solving, critical thinking and divergent thinking was used. Overall, this research was meant to evaluate students{\textquoteright} conceptual understanding and cognitive skills (problem-solving, critical thinking, divergent thinking) through the socio-scientific issue of lactose intolerance. The sample of students was formed from 42 representatively chosen Estonian schools of grade 10 (N=967) and grade 12 (N=802). The development conceptual understanding and competences of students{\textquoteright} during three upper secondary school years of biology studies were discussed. The main results showed that during three years of schooling the students exhibited a statistically significant increase in the tasks, that measured students{\textquoteright} biological understanding and cognitive skills. The results showed that the students achieved lower scores in tasks that measured their decision-making and socio-scientific reasoning skills.},
	keywords = {achievement levels, biology education, competences development, Conceptual Understanding, empirical research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.955},
	url = {http://oaji.net/articles/2019/987-1576226435.pdf},
	author = {Helin Semilarski and Anne Laius and Miia Rannikm{\"a}e}
}
@article {782,
	title = {EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {569-582},
	abstract = {This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students{\textquoteright} attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education.},
	keywords = {agricultural education, biology education, conceptual change, photosynthesis, plant mass},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.569},
	url = {http://oaji.net/articles/2019/987-1564686398.pdf},
	author = {Katja Gobec and Jelka Strgar}
}
@article {646,
	title = {DETERMINATION OF EDUCATIONAL EFFICIENCY AND STUDENTS{\textquoteright} INVOLVEMENT IN THE FLIPPED BIOLOGY CLASSROOM IN PRIMARY SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-176},
	abstract = {The Flipped Classroom (FC) is a teaching approach in which students gain the first-exposure learning with online materials outside the classroom, and then, in the classroom, they focus on interactive or engaging exercises. Despite its considerable publicity, the studies focused on the FC in primary education are deficient. The aim of this research is to determine efficiency and students{\textquoteright} involvement in the flipped Biology classroom in primary school, compared to the conventional classroom (CC) approach. Educational efficiency and students{\textquoteright} involvement are measured by combining the values of the students{\textquoteright} performance and mental effort on the test. Each task in the test was followed by the 5-point Likert scale for evaluation of invested mental effort. The total sample of this research included 112 students, aged from 12 to 13. The results show that the FC approach contributes to the reduction of the students{\textquoteright} mental effort and an increase in the students{\textquoteright} performance. On the basis of calculated efficiency and students{\textquoteright} involvement of applied teaching approaches, it was concluded that the FC represents a feasible and efficient approach to Biology primary education.},
	keywords = {biology education, educational efficiency, flipped classroom, mental effort, primary school, students{\textquoteright} involvement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.162},
	url = {http://oaji.net/articles/2017/987-1519060434.pdf},
	author = {Vera S. {\v Z}upanec and Branka N. Radulovi{\'c} and Tijana Z. Pribi{\'c}evi{\'c} and Tomka G. Miljanovi{\'c} and Vujadin G. Zdravkovi{\'c}}
}
@article {543,
	title = {BIOLOGY TEACHING THROUGH SELF-REGULATED LEARNING AND COGNITIVE STRUCTURE: AN ANALYSIS OF THE EFFECT OF LEARNING STRATEGIES FOR COGNITIVE DEVELOPMENT VIA LATENT GROWTH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {20-31},
	abstract = {This research applied the learning strategies to predict in an effect longitudinal growth of cognitive structure of students in biology. The aim of the research is to assess the effect of activating learning strategies on cognitive structures regarding biology. The research was conducted by using control group design. The sample of research was composed of 60 prospective teachers randomly assigned to the experimental and the control groups. The longitudinal data were collected every 2 weeks and 4 times in total considering the concept maps. The data were quantitatively analysed in terms of the number of concepts, connections and central concepts. Latent growth modelling (LGM) was used to analyse change in cognitive structure over time. The findings suggested that the experimental group did better in cognitive structure than the control group in terms of forming connections and central concepts. Accordingly, teaching students self-regulated learning strategies and providing support in the written material to activate the strategies influence the development of cognitive structure in a positive way in terms of the extent and the integration. Therefore, activation of the use of self-regulated learning strategies in the teaching are thought to contribute to the learning of biology.   },
	keywords = {biology education, cognitive structure, latent growth modelling, self-regulated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.20},
	url = {http://oaji.net/articles/2017/987-1493049464.pdf},
	author = {Guntay Tasci and Halil Yurdugul}
}
@article {480,
	title = {THE USE OF REALIA VERSUS POWERPOINT PRESENTATIONS ON BOTANY LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {18{\textendash}27 },
	abstract = {Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner{\textquoteright}s attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant{\textquoteright}s interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany.},
	keywords = {adaptive memory, biology education, PowerPoint programme, realia},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.18},
	url = {http://oaji.net/articles/2016/987-1481285896.pdf},
	author = {Pavol Prokop and Dominika Majer{\v c}{\'\i}kov{\'a} and Zuzana Vyoralov{\'a}}
}
@article {462,
	title = {LEARNING CYCLE MODEL TO FOSTER CONCEPTUAL UNDERSTANDING IN CELL DIVISION AND REPRODUCTION CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {670{\textendash}684 },
	abstract = {What should teachers do to ensure a student construct meaningful understanding in cell division and reproduction concepts? This research examined the effect of 5E learning cycle on 10th grade students{\textquoteright} understanding of cell division and reproduction concepts and their alternative conceptions on these concepts. Mixed methods research design was utilized for this aim. Eight classes with 228 students from two public high schools were selected conventionally. Experimental groups received learning cycle (LC) and control groups received conventional teaching (CT) throughout the 10 weeks. A three-tier diagnostic test was administered to both groups as pre and post-tests. After the treatment, 12 students were interviewed semi-structurally. The results revealed that learning cycle is superior to conventional teaching on promoting conceptual change along with increasing understanding. The present research recommends teachers utilize learning cycle to improve students{\textquoteright} understanding and remediate their alternative conceptions. },
	keywords = {alternative conceptions, biology education, cell division, learning cycle},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.670},
	url = {http://oaji.net/articles/2016/987-1479543262.pdf},
	author = {Harika {\"O}zge Arslan and {\"O}mer Geban and Necdet Sa{\u g}lam}
}
@article {416,
	title = {OBSERVING NATURAL OBJECTS: CHARACTERISTICS OF FLOWERING PLANTS PERCEIVED AS IMPORTANT BY 5- AND 10-YEAR-OLD CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {109-120},
	abstract = {This research examined the ways in which children observe flowering plants, namely: which features they perceive as significant, whether the skill of observing flowering plants develops with age, and what is the difference between genders. The research involved 174 children: 89 children aged 5 and 85 children aged 10 who were given the task of choosing the plant they recognised as the same as each of the 10 given test plants among a total of 37 plants which looked more or less similar to the test plants. The analysis of the plant combinations the children most frequently mismatched showed, that colour is the feature to which they attribute the most importance. Shape turned out to be considered more important to the children than size. Older children revealed better plant observation skills than younger ones with the girls achieving better results than the boys in both age groups. The findings show that children{\textquoteright}s observation skills develop with age, and corroborate the need to support the development of observation in the educational process.},
	keywords = {biology education, observation skills, plant characteristics, preschool children},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.109},
	url = {http://oaji.net/articles/2016/987-1462908340.pdf},
	author = {Marjanca Kos and Janez Jerman}
}
@article {397,
	title = {THE EFFECTS OF 3D PLASTIC MODELS OF ANIMALS AND CADAVERIC DISSECTION ON STUDENTS{\textquoteright} PERCEPTIONS OF THE INTERNAL ORGANS OF ANIMALS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {767{\textendash}775 },
	abstract = {The decrease in the method of cadaveric dissection and its replacement with alternative methods has led to discussions about the significance of dissection in biology/anatomy lessons. Certain authors argue that the decline in anatomy knowledge in students is at least partially caused by these factors. An investigation was carried out on the effectiveness of teacher{\textquoteright}s demonstrations of cadaveric dissection as opposed to a 3D plastic model on pre-service biology teachers{\textquoteright} ideas concerning what is inside animals. Students were pre-tested on their ideas as to what is inside animals and randomly divided into four treatments (Dissection + Model, Dissection, Model, Model + Dissection). After the treatment, the post-test scores revealed that treatments where both methods were combined resulted in the highest achievement scores, particularly in the case of anatomy of fish. It has been concluded that the combination of cadaver dissection with modern innovative methods is more effective for obtaining anatomy knowledge than the use of only one method. The use of alternative methods should not be in conflict with traditional methods. },
	keywords = {alternative methods, biology education, cadaveric dissection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.767},
	url = {http://oaji.net/articles/2015/987-1450982163.pdf},
	author = {Jana Fan{\v c}ovi{\v c}ov{\'a} and Pavol Prokop}
}
@article {336,
	title = {PERCEIVED USABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGY AND ACCEPTANCE OF VIRTUAL FIELD TRIPS BY LOWER SECONDARY STUDENTS, UNDERGRADUATE STUDENTS AND IN-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {803-812},
	abstract = {In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues. },
	keywords = {biology education, information communication technology, lower secondary education, teaching/learning strategies, virtual field trip},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.803},
	url = {http://oaji.net/articles/2015/987-1425811644.pdf},
	author = {Miro Puhek and Matej Per{\v s}e and Tina Vr{\v s}nik   Per{\v s}e and Andrej {\v S}orgo}
}
@article {272,
	title = {ASSESSING PRE-SERVICE TEACHERS (DIS) LIKING OF SOME ANIMAL SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {393-402 },
	abstract = {The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed {\textquotedblleft}pleasant animals{\textquotedblright} and {\textquotedblleft}unpleasant animals{\textquotedblright}. {\textquotedblleft}Unpleasant animals{\textquotedblright} were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while {\textquotedblleft}pleasant animals{\textquotedblright} were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward {\textquotedblleft}unpleasant{\textquotedblright} animals. And students with more frequent exposure to natural environments had more positive attitudes to {\textquotedblleft}pleasant animals{\textquotedblright}.},
	keywords = {animals, biology education, Experiences, pre-service, primary school education, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.393},
	url = {http://oaji.net/articles/2014/987-1419169320.pdf},
	author = {Gregor Torkar and Milan Kubiatko and Barbara Bajd}
}
@article {171,
	title = {TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {88-96},
	abstract = {Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the {\textquotedblleft}attitude-achievement hypothesis{\textquotedblright}. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.},
	keywords = {attitudes, biology education, science education research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739741.pdf},
	author = {Muhammet Usak and Pavol Prokop and Mustafa Ozden and Murat Ozel and Kadir Bilen and Mehmet Erdogan}
}
@article {132,
	title = {THE EFFECTS OF CONCEPT MAPPING INSTRUCTION ON OVERCOMING 9th GRADE STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT DIFFUSION AND OSMOSIS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {16-25},
	abstract = {The purpose of the present study was to determine 9th grade students{\textquoteright} misconceptions on the concepts of diffusion and osmosis and to investigate the effect of making use of concept mapping instruction on overcoming the misconceptions. The experimental study was conducted in two different classes of a high school context with a total of 50 9th grade students in Denizli, Turkey. The concepts of the diffusion and osmosis were taught the students in the experimental group with the instruction designed by making use of concept mapping method whereas these topics were taught to the control group with traditional instruction. The Diffusion and Osmosis Diagnostic Test developed by Odom and Barrow (1995) was given to both groups as pre-test and post-test. The results indicated that after treatment, the average percentage of students in the experimental group holding a scientifically correct view increased 42\%, whereas this increased only 15\% in the control group. },
	keywords = {biology education, concept mapping, diffusion, misconception, osmosis},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404287972.pdf},
	author = {Sacit K{\"o}se}
}
