@article {1303,
	title = {GIFTED STUDENTS{\textquoteright} PERFORMANCE ON ALGORITHMIC, CONCEPTUAL, AND GRAPHICAL QUESTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {600-614},
	abstract = {Several studies compared three different types of questions (conceptual, algorithmic, and graphical) across various topics, however, few focused specifically on gifted students. This study addressed this gap. The aim of the study, hence, was to determine whether there were notable differences in gifted students{\textquoteright} performance in the three types of tests. The study involved 115 gifted students aged between 17 and 18 years old. They responded to the three different tests including 10 test items in each with the same content. Significant differences were observed in their performances between the conceptual versus algorithmic in favour of the conceptual test, the conceptual versus graphical in favour of the conceptual test, and the algorithmic versus graphical in favour of the algorithmic test. Moreover, the statistical analysis results revealed that the students performed markedly poorer performance on the graphical test in comparison to both the algorithmic and conceptual tests. These results suggest the need to enhance students{\textquoteright} graphical skills to facilitate a better understanding of physics concepts. Proper steps should be taken to improve their proficiency in interpreting and analysing graphical representations.},
	keywords = {algorithmic understanding, Conceptual Understanding, gifted students, graphical understanding, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.600},
	url = {https://oaji.net/articles/2023/987-1693507629.pdf},
	author = {Fatma Co{\c s}tu}
}
@article {1293,
	title = {SIMULATION-BASED AND VIDEO-BASED APPROACHES TO DIVERSIFYING PHYSICS HOMEWORK },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {506-519},
	abstract = {Physics homework often boils down to solving end-of-chapter quantitative problems. For targeting different learning goals of physics education, different types of homework are needed. The aim of this research was to compare the effectiveness of simulation-based, video-based, and paper-and-pencil homework in developing an understanding about Newton{\textquoteright}s laws and forming positive attitudes towards physics homework. 150 first-year students from the Faculty of Chemical Engineering and Technology at the University of Zagreb (Croatia) were randomly assigned to one of the three above-mentioned homework approaches. After, students had lectures and seminars on Newton{\textquoteright}s laws, they were administered a pre-test. In the next three weeks, the students completed three homework assignments on Newton{\textquoteright}s laws, after which they completed a post-test. For students from all three homework approaches a substantial improvement in conceptual understanding has been observed. Although the three approaches proved to be equally effective when it comes to developing understanding, the simulation-based approach was found to be superior when it comes to developing positive attitudes towards physics homework. If one controls for target knowledge, the modality of the homework assignment does not affect cognitive outcomes, but it does affect students{\textquoteright} attitudes towards homework.},
	keywords = {Conceptual Understanding, experimental study, simulation-based homework, video-based homework},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.506  },
	url = {https://oaji.net/articles/2023/987-1687108455.pdf},
	author = {Bojana Simi{\'c} and Vanes Me{\v s}i{\'c} and Nermin {\DJ}apo and Movre {\v S}api{\'c}, I. and Andrej Vidak and Amina Ali{\'c} and Nata{\v s}a Erceg}
}
@article {905,
	title = {ANALYTIC APPROACH OF RESPONSE PATTERN OF DIAGNOSTIC TEST ITEMS IN EVALUATING STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF CHARACTERISTICS OF PARTICLE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {824-841},
	abstract = {This research aimed to evaluate the students{\textquoteright} conceptual understanding and to diagnose the students{\textquoteright} preconceptions in elaborating the particle characteristics of matter by development of diagnostic instrument as well as Rasch model response pattern analysis approach. Data were acquired by 25 multiple-choice written test items distributed to 987 students in North Sulawesi, Indonesia. Analysis on diagnostic test items response pattern was conducted in three steps: 1) conversion of raw score to a homogenous interval unit and effectiveness analysis of measurement instruments; 2) measurement of disparity of students{\textquoteright} conceptual understanding; and 3) diagnosis of students{\textquoteright} preconception by estimation of item response pattern. The result generated information on the diagnostic and summative measurement on students{\textquoteright} conceptual understanding in elaborating the topic; information also acts as empirical evidence on the measurement{\textquoteright}s reliability and validity. Moreover, the result discovered a significant disparity between students{\textquoteright} conceptual understanding based on their educational level. It was found that the distractor item response pattern tended to be consistent, indicating a certain tendency of resistant preconception pattern. The findings are expected to be a recommendation for future researchers and educational practitioners that integrate diagnostic and summative measurement with Rasch model in evaluating conceptual understanding and diagnosing misconception. },
	keywords = {Conceptual Understanding, item response, particle of matter, Rasch model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.824},
	url = {http://oaji.net/articles/2020/987-1602682876.pdf},
	author = {Lukman Abdul Rauf Laliyo and Julhim S. Tangio and Bambang Sumintono and Mohamad Jahja and Citra Panigoro}
}
@article {877,
	title = {TRENDS AND FOUNDATIONS IN RESEARCH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN SCIENCE EDUCATION:  A METHOD BASED ON THE STRUCTURAL TOPIC MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {551-568},
	abstract = {This study aims to reveal the trends and foundations in research on students{\textquoteright} conceptual understanding in science education. The literature was selected from three recognized journals in science education. The Structural Topic Model (STM) method was used to categorize articles into ten topics considering information about the semantic cohesion and exclusivity of words to topics. The topic, which has attracted increasing research interest, was selected using a method similar to standard regression analysis, and its changing focus was identified through an analysis of its research contents. Foundations of research about students{\textquoteright} conceptual understanding between 1980{\textendash}1999 and 2000{\textendash}2019 were obtained through a review of their top 10 most-cited papers. Three conclusions were drawn: a) there were ten sub-topics of research about students{\textquoteright} conceptual understanding; b) the research on the development (or pathways) of students{\textquoteright} scientific argumentation/reasoning is likely to attract further interest in the future; and c) compared to the studies in the first period, the studies in the second stage favor research on the description (nature, mental process, etc.) of the process of students{\textquoteright} conceptual understanding as the research foundation. },
	keywords = {Conceptual Understanding, journal publication, structural topic model, text mining},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.551},
	url = {http://oaji.net/articles/2020/987-1597214269.pdf},
	author = {Shuaishuai Mi and Shanshan Lu and Hualin Bi}
}
@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 {734,
	title = {THE EFFECTS OF INQUIRY-BASED LEARNING AND LEARNING STYLES ON PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING IN MULTIMEDIA LEARNING ENVIRONMENT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {51-62},
	abstract = {This research aimed to identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study.  There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students{\textquoteright} conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students{\textquoteright} learning styles (visual verbal) toward students conceptual understanding. },
	keywords = {Conceptual Understanding, inquiry-based learning, learning style, multimedia learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.51},
	url = {http://oaji.net/articles/2019/987-1550082814.pdf},
	author = {Dek Ngurah Laba Laksana and I Wayan Dasna and I Nyoman Sudana Degeng}
}
@article {700,
	title = {BEST PRACTICES OF ASSESSMENT AS A WAY TO PROMOTE EFFECTIVE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {748-750},
	abstract = {The conceptual understanding presents a key component of science expertise, and thus the most desirable outcome of science education process. However, reports in the literature describe the opposite reality. The viva voce assessment is probably the oldest type of knowledge examination. Yet, contemporary issues such as the continued expansion of the curricula at all levels of education, large lecture at tertiary level and many other objective reasons, have made written exams more widespread in the teaching practice. Unfortunately, this has made many students learning for tests, and many teachers teaching to the test, thus ultimately turning teaching practice into students{\textquoteright} preparation to test well. },
	keywords = {Conceptual Understanding, knowledge examination, science expertise, teaching practice},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.748},
	url = {http://oaji.net/articles/2017/987-1539418039.pdf},
	author = {Du{\v s}ica D. Rodi{\'c}}
}
@article {661,
	title = {REASONS OF STUDENT DIFFICULTIES WITH RIGHT-HAND RULES IN ELECTROMAGNETISM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {320-330},
	abstract = {In electromagnetism, to determine the direction of the electromagnetic force and magnetic field, the right-hand rule (RHR) is used. Previous researches show that students have difficulty in applying the RHR. This research is aimed to find out the factors which make it difficult for the students to apply the RHR. To achieve this, qualitative case study design is used and 270 students who took Basic Physics II course at university participated. The Right-Hand Rule-Diagnostic Test (RHR-DT) and the unstructured interview were used as data collection tools. In the analysis of the data, firstly, the right-hand types used by the students were determined. Then the right-hand types used by the students in the solution of each task are presented. After that, eight of these students were interviewed about their RHR-DT answers and those interviews were video recorded. Video recordings are divided into three categories according to the level of students: upper, middle and lower. According to the results of this research, it can be said that the conceptual understanding of electromagnetism, the vector algebra and spatial cognition effect the usage of the RHR. In the light of research results, suggestions were made for the teaching of RHR to physics teachers. },
	keywords = {Conceptual Understanding, magnetism education, right-hand rule, spatial cognition, vector algebra},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.320},
	url = {http://oaji.net/articles/2017/987-1523527660.pdf},
	author = {Erdo{\u g}an {\"O}zdemir and Mustafa Coramik}
}
@article {552,
	title = {IMPROVING HIGH-SCHOOL STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING AND FUNCTIONALIZATION OF KNOWLEDGE ABOUT DIGESTION THROUGH THE APPLICATION OF THE INTERDISCIPLINARY TEACHING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {123-139},
	abstract = {Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high- school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students{\textquoteright} knowledge about this process.},
	keywords = {Conceptual Understanding, functionalization of acquired knowledge, interdisciplinary teaching approach, process of digestion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.123},
	url = {http://oaji.net/articles/2017/987-1493050168.pdf},
	author = {Katarina B. Putica and Dragica D. Trivi{\'c}}
}
@article {498,
	title = {EFFECTS OF THE CONTEXT-BASED APPROACH ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING: {\textquotedblleft}THE UMBRA, THE SOLAR ECLIPSE AND THE LUNAR ECLIPSE{\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {246{\textendash}260 },
	abstract = {The purpose of this study was to explore the effects of context-based learning approach (CBLA) on 5th grade students{\textquoteright} misconceptions about {\textquoteleft}the umbra, solar and lunar eclipses{\textquoteright}. In this study, a quasi-experimental methodology pre-test and post-test design was utilized with control and experimental groups. The study was conducted with 48 5th grade students (aged 10 to 11 years). For the experimental group, the topics were explained using the CBLA while for the control group the 5E teaching model of the constructivist approach was used. For data collection, a two-tier conceptual test and a semi-structured interview were used. Study results indicated that the learning environment designed in accordance with the CBLA was a superior instructional tool than the 5E teaching model learning environment in terms of students{\textquoteright} conceptual learning performance and eliminating students{\textquoteright} misconceptions. In addition, CBLA helped students to link between the scientific concepts and the context related to the daily life.},
	keywords = {Conceptual Understanding, context-based learning approach, lunar and solar eclipses, umbra},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.246  },
	url = {http://oaji.net/articles/2016/987-1481917291.pdf},
	author = {Fethiye Karsl{\i} and Kadriye Kara Patan}
}
@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}
}
@article {444,
	title = {CONTEXT-BASED LESSONS WITH 5E MODEL TO PROMOTE CONCEPTUAL UNDERSTANDING OF CHEMICAL REACTIONS AND ENERGY CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {435{\textendash}447},
	abstract = {This study explores whether the context-based approach with 5E model (CBA-5E) can lead to better understanding of chemical reactions and energy concepts when compared to conventional instruction (CI). Additionally, the study delves into the effect of treatment with regards to gender. Eleventh grade science-major classes with 175 students from two public high schools were enrolled. The experimental groups were treated with CBA-5E, the control groups as CI, the treatments were randomly assigned to the groups. The chemical reactions and energy concepts test, including the common alternative conceptions, was administered as pre- and post-test. The chemical reactions and energy achievement test, including conceptual and algorithmic problems, was administered as a post-test to the groups. Multivariate Analysis of Covariance (MANCOVA) was used for the analysis of the data, and the results revealed that CBA-5E was superior to CI on the students{\textquoteright} conceptual understanding regarding these concepts regardless of gender difference. },
	keywords = {5E Model, chemical reactions and energy, Conceptual Understanding, context-based lessons},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.435},
	url = {http://oaji.net/articles/2016/987-1479497881.pdf},
	author = {Ceyhan Cigdemoglu and Omer Geban}
}
@article {459,
	title = {THE EFFECTS OF A WEB-BASED COMPUTER SIMULATION ON STUDENTS{\textquoteright} CONCEPTUAL UNDERSTANDING OF RATE OF REACTION AND ATTITUDE TOWARDS CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {627{\textendash}640},
	abstract = {This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The {\textquoteleft}Rate of Reaction Knowledge Test{\textquoteright} (RRKT) and the {\textquoteleft}Chemistry Attitude Scale{\textquoteright} (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students{\textquoteright} development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools.},
	keywords = {attitude to chemistry, Conceptual Understanding, rate of reaction, web-based computer simulation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.627},
	url = {http://oaji.net/articles/2016/987-1479542701.pdf},
	author = {Eunice Eyitayo Olakanmi}
}
@article {275,
	title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {6-20},
	abstract = {The aim of this study is to determine the self-efficacy beliefs of prospective physics teachers about teaching the subjects of Force and Motion and their conceptual understanding on the subjects. Also, relationship between the self efficacy beliefs and conceptual understanding was investigated. Additionally, the effects of a teaching sequence upon aforementioned variables were examined. Data was collected through Force Concept Inventory and The Scale of Self-Efficacy about Teaching the Subjects of Force and Motion. The findings revealed that prospective physics teachers didn{\textquoteright}t have a sufficient conceptual understanding of Force and Motion, although they had high self efficacy beliefs about teaching the subject. A positive but weak correlation between self efficacy beliefs and conceptual understanding was found. The teaching sequence led to a statistically significant improvement in the prospective teachers{\textquoteright} self efficacy beliefs about teaching and their conceptual understanding of the subjects. The teaching sequence also led to enhance congruence between the variables.},
	keywords = {Conceptual Understanding, force and motion, physics education, Self Efficacy, teacher self efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.06},
	url = {http://oaji.net/articles/2015/987-1425757515.pdf},
	author = {Rabia Tanel}
}
@article {259,
	title = {EFFECT OF TEACHING VIA MODELING ON ACHIEVEMENT AND CONCEPTUAL UNDERSTANDING CONCERNING ELECTRICITY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {236-247 },
	abstract = {In this study, it is aimed to determine the effects of teaching via modeling on academic achievement and conceptual understanding concerning some selected undergraduate electricity topics. Dependent variables of the research are academic achievement and conceptual understanding. Academic success was measured by using Electricity Success Test and Electricity Classical Exam and conceptual understanding on the other hand was measured by using an Electricity Concept Test. A total number of 41 students attended the research, 21 of the students were in the modeling group and 20 of the students were in the control group. The study was carried out experimentally by means of pre test-post test research design. In conclusion it is found that teaching via modeling method meaningfully enhances the academic achievement and conceptual understanding.},
	keywords = {achievement, Conceptual Understanding, Electricity, modeling instruction, physics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.236},
	url = {http://oaji.net/articles/2014/987-1419168282.pdf},
	author = {Esra Bilal and Mustafa Erol}
}
