@article {1285, title = {ANXIETY AND ATTITUDES OF MIDWIFERY STUDENTS TOWARD SCIENTIFIC RESEARCH}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {June/2023}, pages = {Continuous}, type = {Original article}, chapter = {381-392}, abstract = {The attitudes of midwifery students, who are being trained to perform the profession of midwifery in the future, toward doing scientific research are determining factors in increasing the quality of midwifery and strengthening evidence-based practices. Undergraduate education is an important stage in which basic research-related perspectives and skills are gained for health professions. This descriptive study aims to determine the anxiety and attitudes of midwifery students toward scientific research and to examine the variables that affect them. It was conducted at a public university in western T{\"u}rkiye and included 246 undergraduate midwifery students. Midwifery students{\textquoteright} anxiety toward scientific research was found to be low and their attitudes toward scientific research were positive. The attitudes of students who have experience in doing scientific research, participated in scientific congresses/symposia, have the desire to do scientific research under the guidance of a consultant and follow periodicals, were found to be more positive. Anxiety and positive attitude toward scientific research were found to be negatively related. The results of the regression analysis showed that the students{\textquoteright} Research Anxiety affected their Attitude Toward Scientific Research. Students{\textquoteright} experiences of conducting scientific research reduce anxiety and affect attitudes positively. Therefore, undergraduate students should be actively involved in scientific research and activities.}, keywords = {Health professions education; midwifery student; research anxiety; research attitude}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.381 }, url = {https://oaji.net/articles/2023/987-1687107755.pdf}, author = {{\c S}eyda Ferah Arslan} } @article {1090, title = {AMALGAMATING WESTERN SCIENCE AND AFRICAN INDIGENOUS KNOWLEDGE SYSTEMS IN THE MEASUREMENT OF GRAVITATIONAL ACCELERATION}, journal = {Journal of Baltic Science Education}, volume = {20}, year = {2021}, month = {October/2021}, pages = {Continuous}, type = {Original article}, chapter = {729-739}, abstract = {There is the need to liberate the school science teaching process to suit the culturally bound day-to-day experiences of learners. The clarion call becomes expedient in the light of pedagogical failure in science education, which precipitates poor science achievement, especially in non-Western cultures. Non-Western knowledge systems, specifically African indigenous knowledge systems (AIKs), have been excluded from science teaching, which accounts for the poor achievement of learners. This research therefore measured the effect of the type of teaching materials, gender and the interaction between gender and type of teaching materials on the measurement of gravitational acceleration. The analysis of covariance (p<= .05) was used to analyse data which were collected from 264 sampled learners. The results from the research indicated that amalgamating Western science and culturally bound AIKs teaching materials in a non-Western culture enhanced the determination of gravitational acceleration and bridged the gender divide in Physics achievement. The amalgam of Western science and non-Western culturally bound science can transform science teaching, make science more relevant to everyday experiences of learners and enhance their understanding of science and ultimately their achievement. }, keywords = {African Indigenous Knowledge Systems, amalgamating, gravitational acceleration and experimental}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/21.20.729}, url = {http://oaji.net/articles/2021/987-1633680272.pdf}, author = {Mishack T. Gumbo and Fidelis O. Nnadi and Rose C. Anamezie} } @article {785, title = {ACHIEVEMENT AND GENDER EFFECTS ON 5TH GRADER{\textquoteright}S ACQUISITION OF SCIENCE PROCESS SKILLS IN A SOCIOECONOMICALLY DISADVANTAGED NEIGHBORHOOD}, journal = {Journal of Baltic Science Education}, volume = {18}, year = {2019}, month = {August/2019}, pages = {Continuous}, type = {Original article}, chapter = {607-619}, abstract = {Science process skills (SPSs) play a significant role in science education. This research aimed to determine the acquisition level of 5th-grade students in SPSs with classroom activities. The research was a case study, and the data were collected by focus group interviews, document analysis, and observations. The sample of the research was six students from the fifth grade selected based on maximum variation sampling. Science process skills focused worksheets, focus group interview schedule, and observation forms were used as data collection tools. As a result, it was found out that the students were at the average or above the average level in observing, predicting, measuring, comparing and classifying skills; and they were at below the average level in inferring, organizing data, identifying and using experimental materials, processing data and formulating models, controlling variables, experimenting, interpreting and inferring. Also, it was determined that students with high academic achievement have more acquisition in SPSs. Besides, it was found out that the development of SPSs is gender neutral, it depends on the number of activities that are made in the classroom and what is the role of the students in these activities. }, keywords = {gender in science process skills, lower secondary school, Science Achievement, science activities, science process skills}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/19.18.607}, url = {http://oaji.net/articles/2019/987-1564686680.pdf}, author = {Yakup Saban and B{\"u}lent Aydo{\u g}du and R{\i}dvan Elmas} } @article {658, title = {AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL}, journal = {Journal of Baltic Science Education}, volume = {17}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {277-287}, abstract = {The importance of plants is not as clearly understood as that of animals. This lack of attention is called {\textquotedblleft}plant blindness{\textquotedblright} and is considered one of the most important problems in biology education. Textbooks do not put much emphasis on plants and, therefore, they may contribute to plant blindness. In this research, ten textbooks used for teaching at the basic education level in Turkey were analyzed for plant blindness using the document analysis method. The words and photographs associated with plants and animals were analyzed. The data analysis did not find any evidence that could lead to a conclusion of plant blindness based on the text and photos of these textbooks. However, if the number of plant and animal species covered is increased, and more words and photos are used to introduce these species, children will become more familiar with plants and animals. Besides textbooks, other educational tools can be analyzed in terms of plant blindness to expand on the related literature. }, keywords = {document analysis, photograph in textbook, plant blindness, written text}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/18.17.277}, url = {http://oaji.net/articles/2017/987-1523527409.pdf}, author = {Berat Ahi and Volkan Atasoy and Sibel Balci} } @article {568, title = {ATTITUDES TOWARDS ASTRONOMY AMONG THE PRE-SERVICE TEACHERS{\textquoteright} DIFFERENT COGNITIVE STYLES: ALTERNATIVE COURSE SAMPLE}, journal = {Journal of Baltic Science Education}, volume = {16}, year = {2017}, month = {June/2017}, pages = {Continuous}, type = {Original article}, chapter = {300-307}, abstract = {The purpose of research is to examine the changes in attitudes towards astronomy following alternative astronomy education among pre-service teachers with different cognitive styles. Accordingly, it was thought to be appropriate to use pre-and post-test control group design among the experimental designs. The sample of the study included 4th year students at Abant {\.I}zzet Baysal University Department of Science Teaching during 2015-2016 spring term (N=64). In the treatment group, a process enriched with activity-based astronomy practices was followed, while the control group used a 12-week program designed as consistent with the program developed by Higher Education Council. The results seem to evidence that at undergraduate level there is an urgent need to intensify the efforts, education and practices that focus on increasing the levels of attitudes towards astronomy regardless of cognitive styles and on transferring these attitudes to skill areas and these kinds of studies need to be encouraged and extended.}, keywords = {attitude towards astronomy, cognitive style, pre-service teacher}, isbn = {E-ISSN 2538-7138}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/17.16.300}, url = {http://oaji.net/articles/2017/987-1497963764.pdf}, author = {Naciye Somuncu Demir and Pelin Aks{\"u}t and D{\"u}ndar Yener and Fatih Ayd{\i}n and {\"O}zge Suba{\c s}{\i} and Hilal Fidan and Mehmet Ayg{\"u}n} } @article {404, title = {ASSESSING THE STUDENTS{\textquoteright} UNDERSTANDING RELATED TO MOLECULAR GEOMETRY USING A TWO-TIER DIAGNOSTIC TEST}, journal = {Journal of Baltic Science Education}, volume = {13}, year = {2014}, month = {December/2014}, pages = {Continuous}, type = {Original article}, chapter = {839{\textendash}855 }, abstract = {In this research, the comprehension levels and misconceptions of university students on the subject of molecular geometry were determined via a two-tier diagnostic test consisting of 25 items developed by researchers. It was applied on 110 university students. The reliability and validity tests and item analyses were conducted in relation to the test, and the difficulty and discrimination indices of the items were detected. The reliability coefficient of the test was found to be 0.856 while the mean difficulty value of the test was 0.487. According to the findings obtained from the second tier of the test containing open end questions, the students had a great deal of wrong information and numerous misconceptions in relation to the molecular geometry. Such statements as {\textquotedblleft}atoms move in the resonance structure{\textquotedblright} and {\textquotedblleft}bond angles of two molecules having a trigonal pyramidal shape cannot be different{\textquotedblright} are counted among the most important misconceptions determined in the study. }, keywords = {molecular geometry, two-tier diagnostic test, university students}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/14.13.839}, url = {http://oaji.net/articles/2015/987-1450982620.pdf}, author = {Melis Arzu Uyulgan and Nalan Akkuzu and {\c S}enol Alpat} } @article {76, title = {ASSESMENT OF THE ENVIRONMENTAL ASPECT IN A CONTEMPORARY TEACHING/LEARNING MODEL OF CHEMISTRY IN BASIC SCHOOLS OF LATVIA}, journal = {Journal of Baltic Science Education}, volume = {3}, year = {2004}, month = {March/2003}, type = {Original article}, chapter = {43-51}, abstract = {Pedagogic investigation, situation study and analysis are presented on one aspect of the previously developed teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright}. The attitude of 600 Latvian students of the 8th and 9th grades towards environmental education, their understanding about particular environmental problems and their place in chemistry teaching and learning content are evaluated in the paper. Comparative research was done resulting in the assessment of the increase in the comprehension of environmental problems of those students who have participated in the approbation of the teaching/learning model. Situation analysis before the approbation of our teaching/learning model {\quotedblbase}Society {\textendash} Nature {\textendash} Technology{\textquotedblright} (Bartusevi{\v c}a, Cedere, 2004) confirms insufficient comprehension of environmental issues and problems among respondents in the 8th and 9th grades in schools of Latvia. The developed approach {\textendash} teaching/learning model considering three mutually joint aspects (society, nature, and technology) is proved in practice. Students{\textquoteright} comprehension about chemistry increased during the pedagogic experiment. The test results have shown that students{\textquoteright} acquisition level has increased by 38.4\% in the 8th{\textendash}9th grades (during two school years), and by 26.8\% in the 9th grades (during one school year). Approbation results validate the following approaches: considerably increased proportion of applied chemistry in chemistry curriculum; environmentally friendly laboratory exercises in chemistry classes; methods that stimulate thinking and emphasize the significance of chemistry in everyday life.}, keywords = {basic school, chemistry education, environmental education, teaching/learning model}, issn = {1648-3898}, url = {http://oaji.net/articles/2016/987-1482420477.pdf}, author = {Aira Bartusevi{\v c}a and Dagnija Cedere and Rudite Andersone} }