@article {1352,
	title = {DEVELOPING A KNOWLEDGE MAP FOR THE EARLY CHILDHOOD STEAM EDUCATION: A VISUAL ANALYSIS USING CITESPACE AND HISTCITE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {56-75},
	abstract = {This scientometric analysis explores the evolution and dynamics of Early Childhood STEAM education. Web of Science database is employed as a primary data source and visualization tools like CiteSpace and HistCite are used to systematically investigate 179 publications published between 2008 and 2023. It looks at research patterns to unearth notable shifts in focus and intensity influenced by the COVID-19 pandemic. Keyword analysis reveals the field{\textquoteright}s evolution, from foundational elements to broader dimensions encompassing technology, pedagogy, and gender disparities. A transition towards experiential learning, emotional identity, and professional development is evident, which reflects a pedagogical shift towards comprehensive and inclusive education. Temporal analysis using Citation Burst Analysis delineates phases of research, emphasizing shifts from fundamental exploration to pedagogical methods and experiences. Acknowledgement of influential scholars, collaborations, and global trends underscores events of interdisciplinary partnerships and international collaborations. The study{\textquoteright}s implications highlight pedagogical transformations, gender disparity, and the potential for technology in early childhood education. This could inform policy directions and foster collaborations for innovative education.},
	keywords = {early childhood, knowledge map, STEAM education, visual analysis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.56},
	url = {https://oaji.net/articles/2023/987-1709892301.pdf},
	author = {Yumeng Li and Abdul Talib, C.}
}
@article {1366,
	title = {DEVELOPMENT AND EFFECTIVENESS OF THE E-SKY MODULE BASED ON PBL IN THE TEACHING AND FACILITATION PROCESS OF EARLY SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {221-239},
	abstract = {In recent years, there has been a growing concern in science education on the enhancement of preschoolers{\textquoteright} knowledge and motivation for concepts by implementing efficient teaching methods. This study explored the development and effectiveness of the E-sky Module in increasing the development of preschoolers in Project-based Learning (PBL) activities conducted both within and outside of preschool. This study employed the Design and Development Research (DDR) approach, incorporating many research methods. During the qualitative interviews conducted in the needs analysis phase, three different themes related to the difficulties encountered by teachers when conducting early science projects were meticulously recorded and analysed. Based on a quantitative analysis completed by three experts in the field, this E-sky Module has been determined to have a substantial level of validity and a satisfactory level of reliability. This is evidenced by a Cronbach{\textquoteright}s alpha coefficient of (p < .82) observed. Moreover, throughout the evaluation phase, four distinct themes were effectively reported, suggesting that this module significantly contributed to the comprehensive development of preschoolers. Hence, future studies should explore the potential of enhancing knowledge acquisition through promoting motivation and the emergence of conducive learning environments in the context of PBL.},
	keywords = {facilitation process, learning module, Project-based learning, scaffolding, teaching pedagogical},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.221},
	url = {https://oaji.net/articles/2023/987-1713272763.pdf},
	author = {Azam Ghazali and Mohamad Ashari, Z. and Joanne Hardman and Abu Yazid, A.}
}
@article {1371,
	title = {DEVELOPMENT OF AN INQUIRY ACTIVITY MODEL EMPHASIZING THE REPRESENTATION OF PRIMARY SCIENCE TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {315-330},
	abstract = {Despite increased research interest in improving students{\textquoteright} scientific inquiry abilities, how to conduct scientific inquiry using science textbooks that are easily accessible to primary school students remains understudied. This study developed and verified an inquiry activity model (IAM) to improve the performance of primary school students in science textbook inquiry activities. Data were collected from sixth-grade primary students (n = 167) to analyze the difficulty level of textbook inquiry activities. An analysis tool was developed, focusing on inquiry skills and process flow. Expert analysis increased the tool{\textquoteright}s validity. The analysis revealed that students possessed low integrated inquiry skills, were partially aware of the inquiry process flow, and could not design experiments. Hence, the IAM was developed to enhance students{\textquoteright} ability to perform textbook inquiry activities and understand the activity phases. It emphasized the flow and representation of the inquiry process for students to easily recall the contents as they learn the interconnectivity between phases. The post-test of the experimental group and the inquiry process flow chart showed significant improvement in all areas of inquiry ability. The scores for {\textquotedblleft}connections{\textquotedblright} and {\textquotedblleft}interconnectivity{\textquotedblright} in the inquiry process flow were high, reflecting the model{\textquoteright}s effectiveness in showing the interconnectedness of all stages.},
	keywords = {inquiry activity model, inquiry phase, primary science textbook, representation in inquiry activity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.315},
	url = {https://oaji.net/articles/2023/987-1713273156.pdf},
	author = {Soyeon Kim and Jung Bog Kim}
}
@article {1351,
	title = {DIFFERENCES IN THE WISHES OF STUDENTS, TEACHERS, AND PARENTS ON INTEGRATION OF SMARTPHONES AND TABLETS IN BIOLOGY LESSONS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {45-55},
	abstract = {Smartphones and tablets have permeated various aspects of life. This study explores the differences in wishes between students, parents, and teachers regarding the use of smartphones and tablets in biology classes in the upcoming school year. An online questionnaire was used for the study, which provided eight different scenarios for the use of smartphones for teaching purposes. The data were collected from 934 participants, including 465 students, 282 parents, and 188 biology teachers from various Slovenian lower secondary schools. The principal component analysis revealed the unidimensional structure of the instrument, explaining 59.7\% of the variance (alpha = .91). The results showed that the use of smartphones and tablets for distance learning, teaching purposes, schoolwork and homework is generally desirable. There was less consensus on their use for laboratory and field work, evaluation of knowledge, and biology lessons. The main finding was that the differences between the groups were small or even negligible in terms of effect sizes. Statistically significant differences were found between the focus groups, with students and teachers expressing greater agreement than parents. These findings emphasize the importance of addressing parents{\textquoteright} concerns and understanding the perspectives of stakeholders in order to effectively integrate smartphones and tablets into the classroom.},
	keywords = {differences in wishes, lower secondary school Biology, mobile learning, smartphones and tablets integration, students and parents and teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.45},
	url = {https://oaji.net/articles/2023/987-1709892239.pdf},
	author = {Vida Lang and Andrej {\v S}orgo}
}
@article {1321,
	title = {DETERMINING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING ABOUT STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {833-850},
	abstract = {STEM education is included in education programs by many countries on a global scale. Pre-service teachers are also expected to apply STEM education in their future classrooms. The aim of the research was to determine how pre-service science teachers perceived STEM education, whether they adopted it or not, whether they thought of themselves as sufficient, and the environment and situations that affected their STEM experience. The understanding of the pre-service science teachers was tried to be determined before the theoretical STEM education, after the theoretical education and after the STEM application. The study group of the research consisted of a total of 66 pre-service teachers. Content analysis results of the interviews were carried out in three stages. It was found that there was no single STEM definition that pre-service science teachers agreed on. The training provided increased the STEM competency levels of pre-service science teachers. However, the majority of pre-service science teachers defined themselves as having intermediate competence in STEM education. Pre-service teachers adopt STEM education and believe that it will contribute to students. Pre-service science teachers had the most difficulty in disciplinary integration during the STEM theory and practice education. The most preferred model after both theoretical knowledge and application was the problem-based STEM model. },
	keywords = {content analysis, pre-service science teachers, STEM education, STEM understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.833},
	url = {https://oaji.net/articles/2023/987-1697653649.pdf},
	author = {Gonca Ke{\c c}eci}
}
@article {1306,
	title = {DEVELOPING AN ATTITUDE SCALE TOWARDS SCIENCE AND TECHNOLOGY COURSES: A STUDY OF VALIDITY AND RELIABILITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {641-652},
	abstract = {Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS{\textquoteright}s construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students{\textquoteright} attitudes towards the teaching process, with 13 items. The second dimension assesses students{\textquoteright} negative attitudes, including five items. The third dimension evaluates students{\textquoteright} attitudes towards experiments, containing five items.},
	keywords = {attitude scale development, attitude toward science and technology courses, science and technology lesson},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.641},
	url = {https://oaji.net/articles/2023/987-1693507893.pdf},
	author = {Sinem Yalgin and Kemal Akkan Batman and Mert Bastas}
}
@article {1294,
	title = {DEVELOPING AND VALIDATING AN INSTRUMENT TO ASSESS NINTH-GRADE STUDENTS{\textquoteright} ONLINE METACOGNITIVE SKILLS IN SOLVING CHEMISTRY PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {520-537},
	abstract = {Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students{\textquoteright} online metacognitive skills in science education. This study aimed to evaluate ninth-grade students{\textquoteright} online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students{\textquoteright} online metacognitive skills. Nearly 70\% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4\% of the students could make attributions about their cognitive performance.},
	keywords = {assessment instrument, chemistry education, problem-solving skills, Rasch Measurement Model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.520},
	url = {https://oaji.net/articles/2023/987-1687108540.pdf},
	author = {Yating Zeng and Shaohui Chi and Zuhao Wang and Xiaosong Zhuang}
}
@article {1253,
	title = {A DIDACTIC UNIT ON MATHEMATICS AND SCIENCE EDUCATION: THE PRINCIPLE OF MATHEMATICAL INDUCTION },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-9},
	abstract = {Among the mathematical methods which are taught in the last years of almost every high school, the mathematical induction deserves particular attention. It can be used both to define mathematical entities and to prove theorems. The second use is more common at high school level and is easier. Thus, I will basically focus on it, though analysing in depth two definitions by induction. The aim of this contribution is to offer the basic elements for a didact unit which could be developed in six/seven hours of lesson. 
In this editorial a didactic unit has been proposed. Here only the basic elements have been given. The unit might be enriched by tracing the history of the inductive principle, which is interesting and formative from an educational standpoint (see, e.g., Palladino-Bussotti 2002). From an epistemological-methodological perspective, it should be pointed out that mathematical induction is a method of proof, but not a method of discovery. It is not a heuristic procedure. The presentation of an organised set of lessons on the principle of mathematical induction is significant and appropriate in the last years of high school because: 1) it introduces the learners within a method typical of whole numbers; 2) it connects mathematical issues with logical ones; 3) it is useful in order to clarify the difference between the way of reasoning connoting mathematic and that typical of empirical sciences. Hence, it is also useful in a science education context; 4) it can be related to the history of mathematics, so as to show that mathematics is also a humanistic discipline, born from conceptual problems, and not only a technical one; 5) it has also connection with epistemological themes linked to the heuristic of mathematics.  },
	keywords = {educational importance, mathematical induction, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.04 },
	url = {https://oaji.net/articles/2023/987-1676960178.pdf},
	author = {Paolo   Bussotti}
}
@article {1157,
	title = {DETERMINING LOWER-SECONDARY STUDENTS{\textquoteright} STEM MOTIVATION: A PROFILE FROM TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {38-51},
	abstract = {The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students{\textquoteright} STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, {\textquotedblleft}mothers{\textquoteright} and fathers{\textquoteright} education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students{\textquoteright} STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education. },
	keywords = {lower-secondary school students, quantitative research, STEM, STEM motivation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.38},
	url = {https://oaji.net/articles/2022/987-1647117625.pdf},
	author = {Ismail D{\"o}nmez and Sahin Idin and Seraceddin G{\"u}rb{\"u}z}
}
@article {1232,
	title = {DEVELOPING A SUSTAINABLE DEVELOPMENT-ORIENTED PICTURE BOOK SELECTION SYSTEM THROUGH EMPLOYING THE MODIFIED DELPHI METHOD},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {967-988},
	abstract = {The concept of "sustainable development" was proposed to re-examine the human development model. Initiated by the United Nations, education for sustainable development (ESD) has become an important tool for educators to achieve sustainable development. Although "Early Childhood Education" (ECE) is often taken as a starting point of ESD, the concept of sustainable development is difficult to integrate into ECE because of its unfamiliarity among teachers. Therefore, picture books can be used to bolster ESD in ECE. This research aims to construct an appropriate book selection guide system that can assist them in selecting picture books independently, objectively, and efficiently through a focus group and modified Delphi method. The guide system is based on three major aspects, covering 8 main guidelines and 21 sub-guidelines. A sustainable development-oriented picture book is defined as {\textquotedblleft}a book that includes the core, values, and concept of sustainable development which can make readers aware of the balance between the environment, society and economy and that attempts to systematically explore problems, generate actions, and solve problems in relation to these three dimensions from a critical and global viewpoint."  in this study. },
	keywords = {Delphi method, Early childhood education, education for sustainable development, picture book},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.967},
	url = {https://oaji.net/articles/2022/987-1671187734.pdf},
	author = {Shin-Cheng Yeh and Hsin-Ya Li}
}
@article {1220,
	title = {DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-848},
	abstract = {Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners{\textquoteright} existing misconceptions and the process of transforming them into correct scientific concepts {\textendash} using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. },
	keywords = {basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.836},
	url = {https://oaji.net/articles/2022/987-1667236996.pdf},
	author = {Polonca Legvart and Metka Kordigel Aber{\v s}ek and Maja Kerne{\v z}a}
}
@article {1156,
	title = {DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE UPPER-SECONDARY SCHOOL SCIENCE TEACHERS{\textquoteright} PERCEIVED PRACTICAL KNOWLEDGE ABOUT PRACTICAL WORK},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {26-37},
	abstract = {Teachers{\textquoteright} practical knowledge is closely related to teaching practice. The purpose of this research was to develop an instrument for assessing upper-secondary school science teachers{\textquoteright} perceived practical knowledge about practical work. The development of this instrument was based on five components in the conceptual framework of PCK about practical work: orientations of practical work, knowledge of curriculum materials in practical work, knowledge of students in practical work, knowledge of educational strategies for practical work, and knowledge of assessment in practical work. After the questionnaire was developed, 636 Chinese upper-secondary school science teachers participated in this research voluntarily. The results from exploratory factor analysis, correlation analysis and confirmatory factor analysis provided sufficient evidence for the construct validity of instrument. The high Cronbach coefficient indicated that the instrument had good internal consistency reliability. Finally, an instrument with six factors and 25 items was documented. The instrument would benefit science teacher educators and researchers. },
	keywords = {instrument validation, pedagogical content knowledge, perceived knowledge, Practical work},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.26},
	url = {https://oaji.net/articles/2022/987-1647117534.pdf},
	author = {Bo Chen and Lijun Chen and Xianhua Meng and Minjie Yan and Miaomiao Shen}
}
@article {1216,
	title = {DIFFERENCES IN CHEMISTRY TEACHERS{\textquoteright} ACCEPTANCE OF EDUCATIONAL SOFTWARE ACCORDING TO THEIR USER TYPE: AN APPLICATION OF EXTENDED UTAUT MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {762-787},
	abstract = {In this research, a model to determine chemistry teachers{\textquoteright} acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for {\textquoteleft}current users{\textquoteright} of educational software, the influence of facilitating conditions on current users{\textquoteright} use of educational software behavioural intention is stressed. In addition, non-planning users{\textquoteright} behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers{\textquoteright} acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.},
	keywords = {chemistry teachers{\textquoteright} motivation, educational software use, secondary education, technology acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.762},
	url = {https://oaji.net/articles/2022/987-1667236618.pdf},
	author = {Kate{\v r}ina Chroustov{\'a} and Andrej {\v S}orgo and Martin B{\'\i}lek and Martin Rusek}
}
@article {1043,
	title = {DETERMINANTS OF SCIENCE TEACHERS{\textquoteright} HEALTHY EATING BEHAVIORS: COMBINING HEALTH BELIEF MODEL AND THEORY OF PLANNED BEHAVIOR},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {573-589},
	abstract = {This study was conducted to provide a comprehensive understanding of determinants of science teachers{\textquoteright} healthy eating intentions and behaviors by combining the health belief model and the theory of planned behavior into one conceptual framework and considering the mediating impact of attitude and intention on behavior. This study was conducted based on cross sectional study design between November 2019 and February 2020. A total of 13 hypotheses were tested and data collected from 563 science teachers in Turkey were analyzed using structural equation modeling. The results of the study showed that the proposed model explained the variance in intention and behavior at a more satisfactory level than existing theories. The results also revealed that all of the hypotheses were supported. In addition, the mediating role of attitude and intention in understanding science teachers{\textquoteright} healthy eating behaviors was identified. The study can provide important implications for education stakeholders, curriculum developers and science educators. },
	keywords = {health belief model, healthy eating behavior, science education, Theory of Planned Behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.573},
	url = {http://oaji.net/articles/2021/987-1629707190.pdf},
	author = {H{\"u}seyin Ate{\c s} and G{\"u}lcan Demir {\"O}zdenk and C{\"u}neyt {\c C}al{\i}{\c s}kan}
}
@article {965,
	title = {DEVELOPING A SELF-EFFICACY SCALE TOWARD PHYSICS SUBJECTS FOR LOWER-SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {38-49},
	abstract = {Physics subjects or topics as a part of science education enable students to explore nature and natural events by using physics laws and scientific methods. In the lower-secondary school, physics is a subfield within the science curriculum developed holistically with the broad field curriculum design unlike the subject-centred curriculum in the upper-secondary education. As an important factor that directs the achievement, self-efficacy is one of the predecessors of these cognitive and affective skills. Accordingly, most of the scales which evaluate the students{\textquoteright} cognitive or affective skills in the lower-secondary school are related to science course in a general context. This research aimed to develop a valid and reliable scale measuring the students{\textquoteright} self-efficacy beliefs toward physics subjects for lower-secondary schools. The sample consists of 2737 students. The draft scale consisted of 52 items and was applied to 1882 students in the first stage. To construct validity of the scale, exploratory factor analysis was performed. The results showed that the scale consisted of single- factor with 28 items. To confirm its factor structure, the scale was applied to 785 students. The research findings indicate that the scale is a valid and reliable instrument to measure the self-efficacy beliefs towards physics subjects. },
	keywords = {lower-secondary school, physics subjects, scale development, self-efficacy belief},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.38},
	url = {http://oaji.net/articles/2021/987-1611648551.pdf},
	author = {Mustafa Fidan and Meric Tuncel}
}
@article {1040,
	title = {DEVELOPMENT OF A CHILDREN ENTREPRENEURIAL SCIENCE THINKING TEST FOR STEM EDUCATION },
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {528-545},
	abstract = {There are limited research studies about the development of test instrument to assess the level of entrepreneurial thinking among children in STEM education. The purpose of this research was to develop an Entrepreneurial Science Thinking Test (ESTT) for primary school children in STEM Education and evaluate its validity and reliability. The ESTT was developed using experiential learning theory which comprised of five constructs, namely Observation, New Ideas, Innovation, Creativity, and Value. The ESTT consisted of ten open-ended question items that require children to answer questions in statements and draw sketches of ideas. The evaluation was conducted to determine the reliability and validity of ESTT which involved five subject matter experts and 166 11-year-old fifth graders from five urban schools in Sabah, Malaysia. The data obtained from fifth graders were computed using WINSTEPS software version 3.73 and analysed using the Rasch measurement model. The results indicated a high acceptable content validity and construct validity, high internal consistency, and excellent item reliability and item separation. Through item fit analysis, all items were retained. The finding established the reliability and validity of the ESTT and would therefore represent a valid and highly reliable instrument for measuring entrepreneurial science thinking among fifth graders in STEM Education. },
	keywords = {experiential learning theory, science entrepreneurial thinking, STEM education, validity and reliability},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.528},
	url = {http://oaji.net/articles/2021/987-1629706893.pdf},
	author = {Jamilah Ahmad and Siew, N. M.}
}
@article {884,
	title = {DEFINING TEACHER OWNERSHIP: A SCIENCE EDUCATION CASE STUDY TO DETERMINE CATEGORIES OF TEACHER OWNERSHIP},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {659-674},
	abstract = {This study seeks to put forward a justified definition for the concept of Teacher Ownership, and establishes levels of science teacher ownership, based on a hierarchy of categories, using phenomenographic analysis. Such ownership is based on a meaningful science teacher internalisation of a motivational context-based teacher approach, established via a prior CPD programme. In so doing, the study distinguishes between teachers{\textquoteright} self-efficacy levels attained at the end of the CPD and teacher ownership indicating the capability of propagating the desired teaching to students and other teachers. The phenomenographic analysis, based on semi-structured interviews, is carried out with 10 science teachers, 3 academic years after the administered CPD programme. From an analysis of perceptions, 3 distinct categories of sustainable science teacher ownership, based on 5 distinct teaching dimensions, reflect variations in orientation of teacher ownership. The main conclusions are that sustainable teacher ownership differs from terms such as a sense of ownership, towards ownership and self{\textendash}efficacy and that, in this study, teacher ownership can be described as being exhibited by the science teachers in paradigmatic, experiential and emotional ownership categories. },
	keywords = {phenomenographic analysis, self-efficacy, teacher ownership, teacher ownership categories},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.659  },
	url = {http://oaji.net/articles/2020/987-1597214707.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikm{\"a}e}
}
@article {841,
	title = {DETERMINATION OF THE FACTORS AFFECTING STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT LEVEL IN TURKEY AND SINGAPORE: AN APPLICATION OF QUANTILE REGRESSION MIXTURE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {247-260},
	abstract = {In the last decade, the usage of advanced statistical models is growing rapidly in many different disciplines. However, the Quantile Regression Mixture Model (QRMIX), which is a developed approach of the Finite Mixture Model (FMM), is an applicable new method in the educational literature. The aim of the proposed study was to determine factors affecting students{\textquoteright} science achievement using the QRMIX approach. To reach this aim, data of the Programme for International Student Assessment (PISA) survey, which has been conducted by the Organization Economic for Co-Operation and Development (OECD) every 3 years, was used. Dataset used in the research is composed of 6,115 students from Singapore, which is the top-performer country among the participant countries, and 5,895 students from Turkey. The results showed that the factors affecting students{\textquoteright} science achievement and its importance on the achievement differentiated according to the achievement levels of the students. In conclusion, it was revealed that Turkish students with the lowest science achievement level should be supported with home possessions, perceived feedback, and environmental awareness and Singaporean students with the lowest achievement level should be supported with perceived feedback, enjoyment of science, and epistemological beliefs.},
	keywords = {finite mixture models, Programme for International Student Assessment, quantile regression mixture models, science performance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.247},
	url = {http://oaji.net/articles/2020/987-1586941544.pdf},
	author = {Kilic Depren, S.}
}
@article {914,
	title = {DEVELOPING AN INQUIRY AND HANDS-ON TEACHING MODEL TO GUIDE STEAM LESSON PLANNING FOR KINDERGARTEN CHILDREN},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {908-922},
	abstract = {When contextualizing educational methods, teachers can focus on constructivism to develop inquiry materials as STEAM subject matter for use in schools. However, there is little research concerning what STEAM teaching resources teachers view as inquiry with hands-on STEAM instructional material for use in kindergartens. Therefore, this research used a spiral developmental course design with action research to apply a teaching inquiry and hands-on STEAM model focusing on lesson development for kindergarten children via a one-year workshop. The lesson development process of this research included a total of six stages, allowing 24 participating teachers to analyse the STEAM elements from their original lesson plans, then make revisions according to a model, including: prediction, do/observation, quiz/discussion, and explanation/ transfer (PD/OQ/DE/T). After the initial lesson plan was completed, teaching experiments were conducted, and the lesson plan was adjusted through reflection and revisions based on the suggestions of domain experts during the implementation process. Finally, 48 PDOQDET inquiry and hands-on based STEAM lesson plans were developed. Thus, it is proposed that the inquiry and hands-on i-STEAM modules developed using the PDOQDET approach can represent exemplars illustrative of an enriched design constructivist paradigm to support students{\textquoteright} i-STEAM learning in kindergartens.},
	keywords = {Early childhood education, hands-on learning, inquiry teaching, lesson plan design, STEAM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.908},
	url = {http://oaji.net/articles/2020/987-1606572458.pdf},
	author = {Jon-Chao Hong and Jian-Hong Ye and Ya-Jiuan Ho and Huei-Ying Ho}
}
@article {822,
	title = {DEVELOPMENT OF AN ATTITUDE SCALE FOR PHYSICS COURSES AND A REVIEW OF STUDENT ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-24},
	abstract = {The aim of present research was to develop a Likert type scale that determines the attitudes of 9th grade students towards physics courses so as to identify the physics students{\textquoteright} attitudes towards this course. The research started with a draft scale of 30 items. The draft scale was applied to 177 ninth grade students as a pilot research. According to results obtained from factor analysis, a scale that has 21 items and covering six sub-sets was developed. KMO value of the scale was .82; the Bartlett{\textquoteright}s test value was 1997.3; and the internal consistency coefficient (Cronbach{\textquoteright}s alpha) was .90. The scale was then applied to 460 ninth grade students from different schools to conduct a confirmatory factor analysis. It was found that the types of upper-secondary school influence students{\textquoteright} attitudes towards physics courses while gender and educational level of the parents had no significant influence on these attitudes. Therefore, it was also found that the students had an ambivalent attitude towards physics courses. },
	keywords = {factor analysis, physics course, scale development, student attitude},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.06},
	url = {http://oaji.net/articles/2020/987-1581269338.pdf},
	author = {S{\"u}meyye Ayd{\i}n G{\"u}rler and Oktay Baykara}
}
@article {882,
	title = {DEVELOPMENT OF SCIENTIFIC INQUIRY SKILLS OF SCIENCE TEACHING THROUGH ARGUMENT-FOCUSED VIRTUAL LABORATORY APPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {628-646},
	abstract = {This research designed within the scope of a TUBITAK 4005 project aimed to give science teachers training on argumentation-based learning, to provide them with scientific inquiry experience, to ensure that they gain skills to develop argumentation-based experimental learning methods. Throughout the research, 100 science teachers were given a four-day (28 hours in total) training program in virtual labs that would enable them to make scientific inquiries through argumentation-based experimental activities developed in accordance with the science curriculum. The {\textquotedblleft}Opinion Scale for the Virtual Lab{\textquotedblright} and the {\textquotedblleft}Principles of Scientific Inquiry- Teacher{\textquotedblright} were applied to the participants as a pre-test and post-test. Following the implementation phase, the {\textquotedblleft}Assessing Argumentation-based Science Learning Activities- Scale{\textquotedblright} was applied to the participating students and teachers. In addition, semi-structured interviews were conducted with randomly selected 15 teachers and 15 students. When all the obtained data were evaluated qualitatively and quantitatively, a statistically moderate effect was determined on the teachers{\textquoteright} post-test scores from the {\textquotedblleft}Opinion Scale for the Virtual Lab{\textquotedblright} and the {\textquotedblleft}Principles of Scientific Inquiry- Teacher.{\textquotedblright} Also, the participating students and teachers mostly expressed positive views in the {\textquotedblleft}Assessing Argumentation-based Science Learning Activities- Scale{\textquotedblright} applied after the implementation phase.},
	keywords = {argumentation-based experimental learning methods, mixed-method, scientific inquiry, semi-structured interviews, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.628},
	url = {http://oaji.net/articles/2020/987-1597214587.pdf},
	author = {Aysegul K{\i}n{\i}k Topalsan}
}
@article {735,
	title = {DEVELOPMENT AND VALIDATION OF A SURVEY INSTRUMENT (AKA) TOWARDS ATTITUDE, KNOWLEDGE AND APPLICATION OF STEM},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {63-76},
	abstract = {The development and deployment of STEM education in every continent and country are different. An instrument to access the current situation of the application, knowledge, as well as attitude towards STEM education, is necessary. This research aimed to design and develop a valid instrument that can be used to assure the quantitative degree of attitude, knowledge, and application of STEM (AKA) by science teachers. Research data were collected from 137 Indonesian secondary school science teachers. In order to determine the validity of the scale, reliability test, exploratory factor analysis (EFA), as well as the content and face validity from experts were used. Results showed that the designed and developed AKA instrument was adequate to reliabilities and validities as well as can be used to collect data. The development of AKA instrument enables users worldwide to obtain information about the development of STEM as well as the problems and challenges faced by science teachers in the field. Further work is also suggested.},
	keywords = {SCIENCE teachers, STEM education, survey instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.63},
	url = {http://oaji.net/articles/2019/987-1550082883.pdf},
	author = {Bevo Wahono and Chun-Yen Chang}
}
@article {781,
	title = {DEVELOPMENT OF AN INSTRUMENT TO MEASURE PRESCHOOL TEACHERS{\textasciiacute} BELIEFS IN INQUIRY-BASED ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-568},
	abstract = {Professional beliefs is an important factor that influences activities that preschool teachers organize and manage in the classroom. In order to determine how strong these beliefs are, valid and reliable instruments must be at disposal. This research aimed to develop and validate DPBA, an instrument designed to measure teachers{\textasciiacute} beliefs toward the use of inquiry-based activities in preschool classes. A sample of 1,004 Czech preschool teachers was used to obtain the validation data. From the initial set of 40 items, a final version of DPBA with 22 items was created in a series of analyses. Principal component and maximum likelihood methods with Varimax rotation were used to extract an appropriate scale structure. DPBA is composed of three subscales, Benefits (12 items), Teacher competence (6 items) and Concerns (4 items), which have reliabilities of .906; .847 and .729, respectively. The overall reliability of the instrument is .883. Consistently high reliability coefficients were obtained in subsamples of respondents of varied years of practice and education, thus verifying a solid internal consistency of the instrument. Confirmatory factor analysis proved a theoretical model with the three subscales with adequate model fit indices. Overall, DPBA possesses sound psychometric properties when used with Czech preschool teachers. },
	keywords = {inquiry-based activities, instrument development, preschool teacher, Teacher beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.558},
	url = {http://oaji.net/articles/2019/987-1564686270.pdf},
	author = {Peter Gavora and Adriana Wiegerov{\'a}}
}
@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 {793,
	title = {DICHOTOMOUS KEYS IN THE BOTANICAL LEARNING OF NON-VISUAL (BLIND) PEOPLE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {668-680},
	abstract = {Recently, the research about innovative approaches in the education of blind (non-visual- NV) students has intensified; however the use  of dichotomous keys (DK) in their botanical education has not yet been examined. This research explored the contribution of two self-generated dichotomous keys (DK) for plant identification (a digital version- DDK and a printed version- DPK), to the botanical education of NV students. The research included 100 students, with an average age of 24, divided into 2 groups. Group E1 determined the plants using the DDK while in Group E2 plants were identified using the DPK. The DDK contributed more than the DPK in helping the NV participants to acquire the quality and durability knowledge they need to identify different plant groups (woody, bushy and herbaceous plants). The NV has the greatest success in the identification of woody plants, and the least success in the identification of herbaceous plants. The members of both groups (E1, E2) had possitive opinion about the contribution of the applicable dichotomous key to their knowledge, the activities in it. Due to this fact, both versions of DKs are recommended as new assistive tools in the botanical education of NV students.},
	keywords = {botanical education, dichotomous keys, non-visual people, plants identification, quasi-experimental design},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.668},
	url = {http://oaji.net/articles/2019/987-1571126876.pdf},
	author = {Branko Andji{\'c} and Stanko Cvijeti{\'c}anin and Simon Hayhoe and Rade Gruji{\v c}i{\'c} and Danijela Ste{\v s}evi{\'c}}
}
@article {676,
	title = {A DESCRIPTION OF VISUAL LITERACY AMONG THIRD YEAR BIOCHEMISTRY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {486-495},
	abstract = {The use of visual models in teaching, learning and research has increased. Consequently, students have to develop various new competencies including visual literacy in order to learn efficiently. However, visual literacy among biochemistry students is not well documented. Using quantitative research methodology, the current research was aimed at determining visual literacy among biochemistry students. The participants were 74 purposefully selected third year undergraduate biochemistry students from the University of KwaZulu-Natal. The data were collected using a Senior Aptitude test and BioVisual Literacy test. The results show that students performed well in the sub-sections of the Senior Aptitude test including patterns test and spatial perception 2D test. They had difficulties with non-verbal reasoning with figures and spatial visualization 3D tests, as well as with the BioVisual Literacy tests. The results suggest that students generally have poor visual literacy, which could affect their ability to comprehend content knowledge in biochemistry. },
	keywords = {biochemistry, biovisual literacy, senior aptitude, visual literacy, visuo-spatial abilities},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.486 },
	url = {http://oaji.net/articles/2017/987-1529509197.pdf},
	author = {Lindelani Mnguni}
}
@article {653,
	title = {DESIGN, DEVELOPMENT AND EVALUATION OF A PROBLEM-BASED WITH COOPERATIVE MODULE ON SCIENTIFIC CREATIVITY OF PRE-SCHOOLERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {215-228},
	abstract = {The purpose of this research was to design and develop a teaching and learning module using Problem-Based Learning and Cooperative Learning (PBL-CL) and evaluate its effects on scientific creativity of pre-schoolers. The module was developed using the ADDIE instructional design model which included five phases: Analysis, Design, Development, Implementation, and Evaluation. Formative evaluation was conducted to determine the reliability, content validity, pedagogical usability and pre-schoolers{\textquoteright} acceptability of the module, which involved five subject matter experts, 10 pre-school teachers, and 30 six-year-old pre-schoolers. The results of formative evaluation indicated an acceptable reliability, good content validity, high acceptability among the pre-schoolers, and high level of pedagogical usability. Finally, a pre- and post-test non-equivalent control group quasi experiment design was employed to determine the effects of the PBL-CL module. A total of 144 six-year-old pre-schoolers from three pre-schools were randomly assigned to PBL-CL group (n=72) and control group (n=72). The finding of Paired Sample T-test and Independent T-test established the effects of the PBL-CL module and would therefore represent a reliable, credible, and effective teaching and learning module for fostering scientific creativity among pre-schoolers.},
	keywords = {ADDIE model, Cooperative learning, pre-schoolers, Problem-Based Learning, scientific creativity, teaching and learning module},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.215},
	url = {http://oaji.net/articles/2017/987-1523526704.pdf},
	author = {Siew, N. M. and Mui Ken Chin}
}
@article {636,
	title = {DESIGNING INFOGRAPHICS FOR THE EDUCATIONAL TECHNOLOGY COURSE: PERSPECTIVES OF PRE-SERVICE SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {8-18},
	abstract = {Despite the existing research on technology use in tertiary education, there is limited scholarly literature on the use of infographics in education or on the effective design of infographics specifically for educational settings. By employing qualitative research, the researcher attempts to explore the learners{\textquoteright} perception of the use of infographics. This research involved the researcher working independently on an in-class research project with 40 third-year undergraduate students. The pre-service science teachers were required to individually create an infographic related to the upper secondary school science curriculum. The findings indicated that the pre-service teachers expressed positive viewpoints about the infographics assignment. When the pre-service teachers were engaged in the learning process, they had a sense of agency and responsibility for their learning. The findings also indicated that this research created a meaningful experience for the pre-service teachers in engaging technology. This research essentially promoted innovations in teaching and learning of the course that encouraged student engagement with technology.},
	keywords = {educational technology, infographic, pre-service science teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.08},
	url = {http://oaji.net/articles/2017/987-1519059712.pdf},
	author = {Hidayah Mohd Fadzil}
}
@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 {723,
	title = {DEVELOPMENT AND EVALUATION OF AN INTEGRATED PROJECT-BASED AND STEM TEACHING AND LEARNING MODULE ON ENHANCING SCIENTIFIC CREATIVITY AMONG FIFTH GRADERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1017-1033},
	abstract = {This research aimed to i) determine the validity, reliability, and appropriateness of an integrated project-based learning and STEM teaching and learning module (PjBL-STEM), and ii) evaluate its effects on the scientific creativity of Fifth Graders. The first phase of evaluation involved seven subject matter experts and 30 Fifth Graders. Data were captured through students{\textquoteright} responses to two 5-point Likert scale questionnaires, open ended questions and scientific creativity test. The second phase of evaluation employed a pre- and post-test non-equivalent control group quasi experiment design. A total of 60 Fifth Graders from two primary schools were randomly assigned to a PjBL-STEM group (n=30) and a control group (n=30). The results of the PjBL-STEM evaluation indicated a good content validity and an acceptable reliability with alpha Cronbach{\textquoteright}s value of .65 to .87. Students showed a moderately high positive perception (m=4.37) towards the PjBL-STEM activities. The positive written responses of students indicated the appropriateness of the module. The result of independent samples t-test established the significant positive effects of the PjBL-STEM on all trait dimensions of scientific creativity. These findings showed that PjBL-STEM provides a reliable, valid, appropriate and effective teaching and learning module to foster the scientific creativity of Fifth Graders. },
	keywords = {fifth graders, Project-based learning, scientific creativity, STEM},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1017},
	url = {http://oaji.net/articles/2017/987-1544860506.pdf},
	author = {Siew, N. M. and Norjanah Ambo}
}
@article {722,
	title = {DEVELOPMENT OF AN ATTITUDE SCALE TO MEASURE ATTITUDES TOWARDS ORGAN TRANSPLANTATION AND DONATION OF PRESERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1005-1016},
	abstract = {Today, there is a great discrepancy between the number of recipient patients on waiting lists for an organ transplant and the number of donated organs. Negative attitudes toward organ donation are important factors in the lack of donors. Education is an important tool to change attitudes, so it is important to determine the attitudes of teachers and pre-service teachers. The aim of this research was to develop a reliable and valid scale to evaluate pre-service teachers{\textquoteright} attitudes towards organ transplantation and donation (OTD).
	The attitude scale development process was conducted on three different pre-service teachers{\textquoteright} groups for the purposes of performing the exploratory factor analysis (n=208), confirmatory factor analysis (CFA) (n=480) and test-retest correlation (n=62) of the scale.  
	It was established that the scale had two factor structure consisting of a total of 20 items. It was determined that the two factors determined explain 61.749\% of the total variance.  The CFA values confirmed the two-factor model with acceptable goodness of fit indices. The Cronbach Alpha coefficient for the total scale was calculated as .900. Test-retest reliability was calculated as .951.
	Finally, the results demostrated that this scale is able to measure pre-service teachers{\textquoteright} attitudes related to OTD use reliably.
},
	keywords = {attitude scale development, organ donation, organ transplantation, pre-service teachers},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1005},
	url = {http://oaji.net/articles/2017/987-1544860430.pdf},
	author = {G{\"u}l{\c s}ah G{\"u}rkan and Sibel Kahraman}
}
@article {717,
	title = {DEVELOPMENT OF AN OPTICS INTEREST AND EXPERIENCE SCALE (OIES) AND EXPLORING GENDER DIFFERENCES IN PROSPECTIVE TEACHERS{\textquoteright} INTEREST AND EXPERIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {935-944},
	abstract = {In this research, the development of the Optics Interest and Experience Scale (OIES) was discussed in the first stage, and the gender differences of prospective teachers in their interest and experience were explored with OIES in the second stage. The data were collected from 228 prospective teachers from eleven universities in Turkey. For content and face validity, a theoretical framework for the OIES was established by a detailed literature review and expert opinions were consulted. For the construct validity, the principal component factor analysis was used. The final form of the scale was composed of 33 items and had two main factors namely: {\textquoteleft}experience{\textquoteright}and {\textquoteleft}interest{\textquoteright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of .906 for the whole scale, .886 for the experience factor, .851 for the interest factor. MANOVA analysis was conducted to explore gender differences in interest and experience scores of prospective teachers in geometrical optics. There was a statistically significant difference between males and females on the combined dependent variables. When the results for the dependent variables were considered separately, the only difference to reach statistical significance was experience such that females reported slightly higher experience in geometrical optics than males. },
	keywords = {experience, gender differences, geometrical optics, interest, scale development},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.935},
	url = {http://oaji.net/articles/2017/987-1544775899.pdf},
	author = {Derya Kaltakci-Gurel}
}
@article {705,
	title = {DEVELOPMENT OF CCDSR TEACHING MODEL TO IMPROVE SCIENCE PROCESS SKILLS OF PRE-SERVICE PHYSICS TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {812-827},
	abstract = {CCDSR teaching model is physics teaching with the scientific activities by design to improve science process skills and its learning. This research was conducted to develop and produce a qualified CCDSR teaching model to improve the science process skills of pre-service physics teachers. The analysis of CCDSR teaching models{\textquoteright} quality was done by using mean validity score, Cronbach{\textquoteright}s coefficient alpha, Paired t-test, N-gain, and ANOVA test. The results showed that the CCDSR teaching model was proved to be qualified (valid, practical, and effective) to improve the science process skills of pre-service physics teachers. Based on response results was that the CCDSR teaching model can improve the learning skills of science process skills (designing and implementing science process skills learning) owned by pre-service physics teachers. The implication of this research is that the CCDSR teaching model can be an innovative solution to improve science process skills of pre-service physics teachers.},
	keywords = {CCDSR teaching model, pre-service physics teachers, research and development, science process skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.812},
	url = {http://oaji.net/articles/2017/987-1539418351.pdf},
	author = {Iqbal Limatahu and Wasis and Suyatno Sutoyo and Binar Kurnia Prahani}
}
@article {696,
	title = {DEVELOPMENT OF PRE-SERVICE TEACHERS{\textquoteright} UNDERSTANDING OF THE NATURE OF SCIENCE THROUGH AN INTERDISCIPLINARY CURRICULUM: A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {728-741},
	abstract = {In the research, the purpose was to implement and evaluate an interdisciplinary curriculum that aimed at developing social sciences pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. This research was based on case study design. In order to collect the research data, the methods of observation, interview and document analysis were used. For the analysis of the data, the inductive content analysis approach was applied. The results of the analysis demonstrated that the curriculum implemented had positive influence on the pre-service teachers{\textquoteright} understanding and knowledge about the nature of science. In this respect, it was found that the curriculum helped develop the participants{\textquoteright} lack of skills and knowledge about the subjects related to {\textquotedblleft}nature of scientific models, nature of observations and values guiding scientists in their work and social lives{\textquotedblright} included in the content of nature of science. In addition, it was revealed that the pre-service teachers{\textquoteright} lack of readiness made the implementation process difficult. },
	keywords = {curriculum development, interdisciplinary curriculum, nature of science, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.728},
	url = {http://oaji.net/articles/2017/987-1533842524.pdf},
	author = {Ye{\c s}ilpinar Uyar M. and Tuba Demirel and Ahmet Do{\u g}anay}
}
@article {708,
	title = {DIFFERENT USER GROUPS OF UNIVERSITY STUDENTS AND THEIR ICT COMPETENCE: EVIDENCE FROM THREE COUNTRIES IN CENTRAL EUROPE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-866},
	abstract = {The preferences in the use of ICT at school and at home are varied among young people due to development of ICT in the 21st century environment. Educators need to pay attention to differences among groups of ICT users and their influence on teaching and the learning process. The purpose  of this research  was to identify the levels of ICT competence of university students and to assess differences in their use  of ICT with special focus on social networks and mobile phones. The questionnaire survey at four universities in three countries was conducted to identify how university students use ICT for learning and out-of-school activities. The participants were 1348 university students. The obtained results only partially confirmed the general assumption that young people (Millennials) in contemporary society are characterized by skilled use of ICT in their everyday life. The application of cluster analysis found four different user groups according to their use of ICT in their life. Educators should be aware of the user groups{\textquoteright} differences among students and take them into account when planning, implementing and evaluating the teaching and learning process.},
	keywords = {ICT competence, ICT use, university students, user groups},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.851 },
	url = {http://oaji.net/articles/2017/987-1539418548.pdf},
	author = {Ludv{\'\i}k Eger and Milan Klement and {\L}ukasz Tomczyk and M{\'a}ria Piso{\v n}ov{\'a} and Gabriela Petrov{\'a}}
}
@article {672,
	title = {DIFFERENTIATION IN SAUDI PRE-SERVICE SCIENCE TEACHER PROGRAM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {428-445},
	abstract = {Saudi students{\textquoteright} science academic performance has declined as evidenced by (TIMSS). Saudi science teachers are characterized as using the lecture format without considering individual student differences and failing to provide differentiated Method (DM). This paper reports on an effort to help female Saudi pre-service science teachers (PSST) develop DI knowledge and skills, striving to discern how they understood and practiced differentiation during their field experience after completing a specially-designed DM-focused university course. A mixed method research design followed a sequential, connected approach wherein quantitative data were collected through classroom observations (N=47) using a Likert scale observation instrument followed by qualitative interviews (n=11). The pre and post averages of differentiated teaching skills in the DM planning stage were statistically significant (p=.0001). The PSSTs moved from very small to moderate mastery on virtually all 10 planning items, from 1.75 to 2.99 on a five-point Likert scale. The DM implementation stage (20 items) also reflected a statistically significant difference with scores moving from 1.68 to 3.01 (moderate mastery). Interview qualitative data confirmed and elucidated the quantitative results. The course was deemed effective in developing PSSTs{\textquoteright} differentiated teaching skills (statistically significant, p=.01). Teaching PSSTs about DM should improve Saudi students{\textquoteright} science academic achievement.},
	keywords = {differentiation, pre-service science teachers, Saudi Arabia, teacher education, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.428},
	url = {http://oaji.net/articles/2017/987-1529508952.pdf},
	author = {Alghamdi, A. K. H. and Saiqa Azam}
}
@article {645,
	title = {DIVERSIFICATION OF REASONING SCIENCE TEST ITEMS OF TIMSS GRADE 8 BASED ON HIGHER ORDER THINKING SKILLS: A CASE STUDY OF INDONESIAN STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {152-161},
	abstract = {The aim of this research was to assess the classification of science test items of TIMSS grade 8 based on higher order thinking skills (HOTS) and determine whether those classified-science test items can be an assessment tool in science class. Sixteen sample test items of HOTS were chosen from 37 reasoning items of TIMSS 1999, 2003, and 2011; which were 6 of analysing, 6 of evaluating, and 4 of creating. The selected items were tested to 410 ninth grade students in 14 public schools in Jember, Indonesia. Data were analysed by using point-biserial correlation to measure the index of discrimination and degree of difficulty at items of each level of HOTS test. The result revealed that the point-biserial index of discrimination for each item was higher than 0.25. The degree of difficulty of analysing, evaluating and creating test items exhibited a similar trend, which was in good range. Each test item has significant validity. Whilst reliability analysis showed that each test item was acceptable and indicating a high level of internal consistency. In conclusion, the classified science test items of TIMSS are good to use as assessment tools to measure HOTS of students in science class.},
	keywords = {higher order thinking skills, point biserial correlation, science test items},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.152},
	url = {http://oaji.net/articles/2017/987-1519060370.pdf},
	author = {Anjar Putro Utomo and Erlia Narulita}
}
@article {590,
	title = {DETERMINING THE EFFECTIVENESS OF A DESIGN{\textendash}BASED, CONTINUOUS PROFESSIONAL DEVELOPMENT PROGRAMME FOR SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {576-591},
	abstract = {This research examined the effectiveness of a design-based, continuous professional development (CPD) programme intended to promote teachers{\textquoteright} self-confidence and teaching reflection skills. The CPD was associated with teacher implementation of theoretically devised, motivational, context-based, inquiry teaching modules, based on a justified 3-stage teaching model. The CPD programme was devised from prior identification of teacher needs, using a validated teacher questionnaire (TNQ) covering subject and pedagogical content knowledge, as well as other literature-identified, desirable teaching attributes. The effectiveness of the CPD provision was determined through two approaches - by re-administering the TNQ at the end of the programme and identifying significant self-confidence gains through application of the K-means clustering technique, and was also by the range of teacher reflections in, on and for action, provided by teachers after using modules in their teaching. Each teacher{\textquoteright}s reflections were qualitatively grouped, based on comments made during a semi-structured interview about the teaching, opinions on students{\textquoteright} learning and attitudinal outcomes. Findings suggested a strong correlation between teaching confidence gained from the CPD programme and the range of identified types of reflective skills mentioned during the interview, which provided the depth of feedback related to classroom teaching in implementing the modules. },
	keywords = {competence-based, continuous professional development, teacher reflection skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.576    },
	url = {http://oaji.net/articles/2017/987-1503905275.pdf},
	author = {Ana Valdmann and Jack Holbrook and Miia Rannikmae}
}
@article {591,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD PHYSICS LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {592-598},
	abstract = {The learning in the physics laboratory is related to several non-cognitive variables such as anxiety which has a significant role in teaching and learning process. Therefore, university students may have different thoughts and anxiety levels towards physics laboratory class. The aim of this research was to develop a measurement tool assessing the anxiety levels of university students in a physics laboratory class. In this research the Physics Laboratory Anxiety Scale (P-LAS) consisting of 18 items was developed, and its validity and reliability were analysed. The sample consisted of 557 university students (295 female and 262 male) who take physics and/or physics laboratory classes at three different Faculties of Education. Validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 18 items varied between 0.58 and 0.80, and explained 52\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.94 and the split-half test correlation was .76. These results showed that P-LAS can be used as a valid and reliable instrument in physics education.},
	keywords = {physics education, physics laboratory anxiety, scale validity and reliability, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.592},
	url = {http://oaji.net/articles/2017/987-1503905337.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Mithat Takunyac{\i}}
}
@article {567,
	title = {DEVELOPMENT OF A SKILLS-BASED INSTRUMENT TO MEASURE SCIENTIFIC REASONING IN MEDICINE ACROSS DIFFERENT LEVELS OF EXPERTISE},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {289-299},
	abstract = {Scientific reasoning skills have been defined as mental processes used when engaged in scientific inquiry. Research aimed to develop and validate a Scientific Reasoning in Medicine (SRM) instrument through a psychometric approach which included a preliminary phase with 60 medical students and physicians, followed by a revision phase and subsequent research with 209 medical students and physicians. Research focused on determining the extent to which item content contributed significantly to explaining the variance in SRM, if the level of scientific reasoning differed in relation to medical expertise and if individuals who were inclined to a more rational thinking style showed higher scientific reasoning. Results indicated that item content explained 47\% of the variance in SRM, there were significant differences in scientific reasoning depending on expertise and participants who scored higher on the Cognitive Reflection Test and the Need for Cognition scale, also scored higher on the SRM instrument. },
	keywords = {Cognitive Reflection Test, educational assessment, quantitative reasoning, scientific reasoning},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.289},
	url = {http://oaji.net/articles/2017/987-1497963697.pdf},
	author = {Daniela Luminita Barz and Andrei Achimas-Cadariu}
}
@article {586,
	title = {DIRECT LEARNING ABOUT NATURE IN 6-YEAR-OLD CHILDREN LIVING IN URBAN AND RURAL ENVIRONMENTS AND THE LEVEL OF THEIR KNOWLEDGE AND SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {524-532},
	abstract = {The contemporary theory of learning treats pre-school instruction as the first level of early child education. The pre-school age is seen as a very important period of life. A pre-school child grasps knowledge spontaneously, naturally, in all circumstances, thus, direct learning seems to be of particular importance. It may therefore seem that children living in the village have more stimuli for direct learning about nature, developing their knowledge and skills. However, children living in the city have more access to different amenities and financial resources to develop their talents and interests. The following studies have been conducted to determine whether there is a difference in the knowledge and skills about nature in 6-year-old children regarding the place of residence. The research covered 50 children in the city and 40 children in the village. The examination consisted of two stages: the pre-test and post-test. There were used age-appropriate flash cards. During 6 months, teachers systematically introduced a direct learning project on nature in four ecosystems: a meadow, a park, a forest, a zoo. The analysis of the data gathered in the research showed that direct cognition has an impact on increasing children{\textquoteright}s knowledge and skills. },
	keywords = {children in 6-year-old, developing knowledge and skills, direct learning, urban and rural environments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.524},
	url = {http://oaji.net/articles/2017/987-1503905027.pdf},
	author = {Stanis{\l}awa Katarzyna Nazaruk and Anna Klim-Klimaszewska}
}
@article {519,
	title = {DETERMINING PROSPECTIVE BIOLOGY TEACHERS{\textquoteright} COGNITIVE STRUCTURE IN TERMS OF {\textquotedblleft}BIOTECHNOLOGY{\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {494{\textendash}505},
	abstract = {Knowledge concerning continuously improving branches of science such as biotechnology in particular is difficult to be understood properly by students, or they learn it incorrectly. One of the most important reasons for this is that students cannot associate in their mind the relevant concepts. The aim of this research is to determine prospective biology teachers{\textquoteright} conceptual framework of biotechnology, and thus determining their cognitive structure. The data were collected from 34 prospective biology teachers. Considering the fact that these prospective biology teachers had taken biotechnology course previously, they were selected on the basis of volunteering. Word association test and draw-and-write technique were used in collecting the data. The data obtained were organised on the basis of qualitative content analysis. Then the data were grouped into 7 categories (methods/techniques, biotechnology applications, genetics, other branches of science, organisms, meaning attributed to biotechnology, laboratory) according to word association test, and into 4 categories (methods/techniques, biotechnology applications, genetics, organisms) according to draw-and-write technique. According to the research findings, almost half of the prospective teachers had correct and appropriate associations for biotechnology, whereas a considerable part of them did not have adequate conceptual associations. Also, it was found that prospective teachers had misconceptions about biotechnology. },
	keywords = {cognitive structure, draw-and-write technique, teaching of biotechnology, word association test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.494  },
	url = {http://oaji.net/articles/2016/987-1482424017.pdf},
	author = {Dilek Sultan Acarli}
}
@article {502,
	title = {DETERMINING THE EFFECTIVENESS OF A CPD PROGRAMME FOR ENHANCING SCIENCE TEACHERS{\textquoteright} SELF-EFFICACY TOWARDS MOTIVATIONAL CONTEXT-BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {284-297},
	abstract = {The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher{\textquoteright}s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher{\textquoteright}s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations. },
	keywords = {3-stage education through science (EtS) model, constructivist socio-cultural professional development model (CSPM), self-efficacy, Teacher Needs Questionnaire (TNQ)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.281},
	url = {http://oaji.net/articles/2016/987-1482422247.pdf},
	author = {Ana Valdmann and Miia Rannikmae and Jack Holbrook}
}
@article {537,
	title = {DEVELOPING  EDUCATIONAL VIDEO TO IMPROVE THE USE OF SCIENTIFIC APPROACH IN COOPERATIVE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {725{\textendash}737 },
	abstract = {This research developed educational video that showed a modeling of using scientific approach in cooperative learning. The purpose of this research was (1) to describe how pre-service teachers implement scientific approach in cooperative learning after carrying out a modeling session through this educational video, and (2) to describe the views of those pre-service teachers in response to the learning process. The study involved 11 pre-service teachers in Biology Education program, The State University of Surabaya, Indonesia. The pre-service teachers were then asked to conduct teaching simulations according to the video they had observed with different topics. The results showed that the educational video was effective in training pre-service teachers to implement scientific approach in cooperative learning. They also showed positive views towards the video. This research implies that modeling through educational video is able to promote scientific approach teaching to the pre-service teachers.},
	keywords = {Cooperative learning, educational video, scientific approach, teaching skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.725},
	url = {http://oaji.net/articles/2016/987-1482503022.pdf},
	author = {Endang Susantini and Ulfi Faizah and Muji Sri Prastiwi and Suryanti}
}
@article {484,
	title = {DEVELOPMENT OF A QUESTIONNAIRE TO MEASURE CO-REGULATED LEARNING STRATEGIES DURING COLLABORATIVE SCIENCE LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {68{\textendash}78 },
	abstract = {The purpose of this research was to develop a questionnaire that measures students{\textquoteright} self and co-regulated learning processes during science learning. An instrument named Co-regulated Strategies for Learning Questionnaire (CRSLQ) was developed, and its validity and reliability were analysed. Factor analytic evidence from a sample (n=214) of science students indicated that the 21 items CRSLQ consists of four constructs: monitoring, help-seeking and help-giving, efforts regulation, and planning. Cronbach{\textquoteright}s Alpha (α) coefficients were calculated for the reliability of CRSLQ scales which ranged from 0.87 to 0.92 and 0.95 for the entire questionnaire. Additional analysis with a second sample (n=40) showed that CRSLQ was an effective instrument for measuring co-regulated learning strategies during collaborative science learning. According to these results, the CRSLQ can be used as a valid and reliable instrument in science education.},
	keywords = {co-regulated learning, collaborative learning, efforts regulation, help-seeking and help-giving, monitoring, planning, science learning, self-regulated learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.68 },
	url = {http://oaji.net/articles/2016/987-1481286280.pdf},
	author = {Eunice Eyitayo Olakanmi}
}
@article {536,
	title = {DEVELOPMENT OF A TECHNOLOGY INTEGRATED INTERVENTION IN TERTIARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {712{\textendash}724 },
	abstract = {It is expected of lecturers to integrate content knowledge with appropriate pedagogical approaches and select relevant technology to enhance student learning. However the selection of effective technology to support 21st-century learning in tertiary education could be time-consuming and complex since there is a plethora of technology available. The aim of this research was therefore to support lecturers by providing them with an evaluated technology-integrated intervention in fluid mechanics. Hence the objectives were to develop this technology-integrated intervention to support 21st-century learning for first-year physics students and to determine its effectiveness when presented by various lecturers. An exploratory case study research design guided the research. A design-thinking framework for technology-integrated lessons was used and included the Technological Pedagogical and Content Knowledge (TPACK) model. This research was done with two lecturers and 117 students from a University of Technology in South Africa. The data gathering tools comprised pre and post-tests, tutorials, observation schedules and questionnaires. Results indicated that student learning is affected by the way in which technology is used not only in schools, but also in tertiary education and that lecturer belief play a crucial role in the design process but also manifest when lecturers have to use a designed intervention. },
	keywords = {21st-century learning, fluid mechanics, Teacher beliefs, technology integrated lesson, tertiary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.712},
	url = {http://oaji.net/articles/2016/987-1482502960.pdf},
	author = {Jeanne Kriek and Annaretha Coetzee}
}
@article {522,
	title = {DEVELOPMENT OF AN ONLINE THREE-TIER DIAGNOSTIC TEST TO ASSESS PRE-UNIVERSITY STUDENTS{\textquoteright} UNDERSTANDING OF CELLULAR RESPIRATION},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {532{\textendash}546},
	abstract = {This research reports the development of an online three-tier diagnostic instrument for pre-university students related to cellular respiration. To date, only few studies have been conducted to identify students{\textquoteright} alternative conception in the topic of cellular respiration. One of the contributing factors is due to lack of instrument developed to measure these alternative conceptions. Three-tier tests are used as assessment tools for lecturers to determine students{\textquoteright} alternative conceptions related to cellular respiration and their knowledge and understanding about the concepts. The research incorporates both qualitative and quantitative methods. The instrument was developed in five phases: (1) construction of items, (2) pilot study, (3) validation of instrument, (4) transforming the instrument into an online assessment tool, and (5) the administration of the Online Diagnostic Tool (ODiT). The Cellular Respiration ODiT consists of three tiers: answer and reasoning tiers to measure {\textquotedblleft}content knowledge{\textquotedblright} and {\textquotedblleft}explanatory knowledge{\textquotedblright} respectively, and a third tier that measures the level of confidence of pre-university students. Analysis of the students{\textquoteright} responses demonstrated acceptable reliability and validity of the instrument. The research also shows that both students and lecturers benefit when online diagnostic tests are implemented appropriately.},
	keywords = {biology alternative conception, online diagnostic tool, three-tier diagnostic test},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.532},
	url = {http://oaji.net/articles/2016/987-1482424242.pdf},
	author = {Rohaida Mohd Saat and Hidayah Mohd Fadzil and Nor Azlina Abd. Aziz and Kamariah Haron and Kamaludin A. Rashid and Natalya Rudina Shamsuar}
}
@article {507,
	title = {DEVELOPMENT OF CHEMISTRY LABORATORY SELF-EFFICACY BELIEFS SCALE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {350-359},
	abstract = {Chemistry self-efficacy beliefs have been defined as someone{\textquoteright}s beliefs about his or her own capability to perform a given chemistry task. These beliefs, one of the affective variables in the laboratory practices which are quite effective for learning science, affect individuals{\textquoteright} accomplishment, motivation and anxiety. Self-efficacy is task and domain specific. Therefore, self-efficacy beliefs gathered through chemistry self-efficacy scales cannot be accepted as a predictor of chemistry laboratory self-efficacy beliefs. In this research, an instrument, Chemistry Laboratory Self-Efficacy Beliefs Scale, was developed in order to determine students{\textquoteright} self-efficacy beliefs toward chemistry laboratory. Data were collected from 1095 high school students. Validity analysis was examined with Exploratory Factor Analysis, then Confirmatory Factor Analysis was made. The factor analysis revealed 2 factors: psychomotor self-efficacy and cognitive self-efficacy. The reliability analysis was computed with Cronbach alpha coefficient, for the whole instrument it was 0.885. The analyses resulted in the development of a two-factor scale of 14 items that was shown to be valid and reliable. At the same time, this instrument is also the first original instrument developed for determining the students{\textquoteright} self-efficacy beliefs toward chemistry laboratory.},
	keywords = {chemistry laboratory, high school students, Self-Efficacy Beliefs},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.350},
	url = {http://oaji.net/articles/2016/987-1482422582.pdf},
	author = {Fatma   Alkan}
}
@article {438,
	title = {THE DETERMINATION OF OPINIONS OF PRE-SERVICE SCIENCE TEACHERS ON THE CURRICULUM OF SCIENCE COURSES ON THE BASIS OF THE 3-IDIOTS MOVIE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {366-378},
	abstract = {Science teaching emerged due to an attempt to understand the world around us and a sense of wonder at nature and survived until today by means of being supported by new research and findings. The implementation of science in schools is carried out with curriculums. The main purpose of the curriculum of science courses is to train all students in science literacy regardless of their individual differences. According to the educational program of sciences courses, audiovisual aids used in education with a learning objective which is one of these aids is one of the most effective ways to ensure permanent learning. Within this concept the purpose of the study is to determine the opinions of pre-service science teachers about the curriculum of the science lesson based upon the stories in the 3-Idiots movie. In this research, phenomenology research was used. As a data gathering tool, three semi-structured interview questions prepared accordingly to {\textquotedblleft}3- Idiots{\textquotedblright} movie were used. According to the participants, the science curriculum must be lead in investigating, interrogating, criticising, curiosity and reconnoitering in terms of features that must be acquired for being scientifically literate individuals. },
	keywords = {3-idiots movie, phenomenology research, Pre-service science teachers{\textquoteright} perceptions, Science Curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.366},
	url = {http://oaji.net/articles/2016/987-1479497224.pdf},
	author = {Ay{\c s}e Nesibe K{\"o}kl{\"u}kaya}
}
@article {470,
	title = {DEVELOPING A SCALE FOR PERCEPTIONS OF COMPETENCY IN BIOLOGY TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {764{\textendash}778  },
	abstract = {The purpose of this study was to develop a measurement instrument to determine pre-service teachers{\textquoteright} perceptions of competency in biology teaching. A total of 835 pre-service teachers participated in this study. The data set obtained at the first stage was analyzed using exploratory factor analysis and the data set obtained at the second stage was analyzed using first-order confirmatory factor analysis and then second-order confirmatory factor analysis. After those analyses, the convergent and discriminant validities of the scale with the determined factorial structures [χ2 (29, N=608) = 101 p<.000, χ2/df = 3.48, RMSEA=0.062, GFI=0.97, CFI=0.99, NNFI=0.98, NFI=0.98] were evaluated and Cronbach{\textquoteright}s alpha, stratified alpha, and McDonald{\textquoteright}s omega coefficients were estimated for internal consistency. Thus, a scale consisting of four sub-scales with 67 items in total was developed. The total score for the scale can be calculated by adding the scores of the sub-scales.},
	keywords = {biology teachers{\textquoteright} competency, biology teaching, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.764},
	url = {http://oaji.net/articles/2016/987-1479544138.pdf},
	author = {Guntay Tasci}
}
@article {412,
	title = {DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {45-63},
	abstract = {This study aimed to improve science teaching in a practical way by activating teachers{\textquoteright} potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the {\textquotedblleft}bottom-up{\textquotedblright} approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) {\textquotedblleft}cooperation{\textquotedblright} between researchers and teachers to improve teaching; (3) {\textquotedblleft}naturalistic settings{\textquotedblright} where various real problems occur in actual teaching and learning situations; and (4) {\textquotedblleft}gradual improvement{\textquotedblright} rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65\%{\textendash}96\% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. },
	keywords = {cooperative model, in-service teacher, observational protocol, professional development, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.45},
	url = {http://oaji.net/articles/2016/987-1462908155.pdf},
	author = {Jongwon Park and Youngmin Kim and Young-Shin Park and Jongseok Park and Jin-Su Jeong}
}
@article {440,
	title = {DEVELOPMENT OF A SCALE TO MEASURE ORGANIC CHEMISTRY ANXIETY LEVEL OF UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {391-400},
	abstract = {University students{\textquoteright} achievements in organic chemistry depend on cognitive variables. In addition, non-cognitive variables such as anxiety levels also have an impact on students{\textquoteright} organic chemistry achievements. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in organic chemistry lessons. In this study, the Organic Chemistry Anxiety Scale (O-CAS) consisting of 24 items was developed, its validity and reliability was analysed. All the items are positively worded to indicate increased anxiety. Factor analytic evidence from a sample (n=340) of university organic chemistry students indicated that the O-CAS measured three constructs. Additional analysis with a second sample (n=297) showed that scores on these anxiety constructs were internally consistent, with Cronbach{\textquoteright}s alphas ranging from 0.87 to 0.92 and were 0.95 for the overall scale. Further, the result of analysis of the third sample (n=195) indicated that there was a statistically significant relationship between organic chemistry anxiety and organic chemistry achievement of students. According to these results, the O-CAS can be used as a valid and reliable instrument in chemistry education.},
	keywords = {Anxiety, chemistry education, organic chemistry, secondary education curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.391},
	url = {http://oaji.net/articles/2016/987-1479497436.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Ak{\i}n}
}
@article {437,
	title = {DYNAMIC VISUALIZATION IN THE VIRTUAL LABORATORY ENHANCES THE FUNDAMENTAL UNDERSTANDING OF CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {351-365},
	abstract = {In natural science education it is important that the macroscopic, submicroscopic and symbolic levels are interconnected in a student{\textquoteright}s mind. Primary school children have the greatest difficulty in understanding the sub-microscopic, which is outside their experiential framework. This research examines the classroom application of the virtual laboratory in integrating macroscopic, submicroscopic and symbolic aspects of chemistry. Pupils of the seventh grade, aged between 12 and 13 years (N = 225), participated in the didactic experiment that was conducted in ten primary schools in Slovenia. The fundamental research question was whether pupils studying the same natural science content using the virtual laboratory performed better than those who did not. The results of the experiment revealed that in terms of knowledge acquisition the use of a virtual laboratory improved pupil performance in relation to those who did not use elements of dynamic visualisation in the classroom. In accordance with Bloom{\textquoteright}s cognitive scale, it was demonstrated that in relation to basic, higher and advanced levels of knowledge and comprehension, the use of the virtual laboratory positively influences pupils{\textquoteright} understanding of selected concepts in chemistry. },
	keywords = {chemical concepts, dynamic visualization, submicroscopic level, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.351},
	url = {http://oaji.net/articles/2016/987-1479497157.pdf},
	author = {Nata{\v s}a Rizman Herga and Sa{\v s}a A. Gla{\v z}ar and Dejan Dinevski}
}
@article {366,
	title = {DEVELOPING EXPLANATORY MODELS OF MAGNETIC PHENOMENA THROUGH MODEL-BASED INQUIRY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {351{\textendash}360 },
	abstract = {The main purpose of this study was to bridge the gap between how scientists practice and how students learn science. To achieve this, an innovative student-centered curriculum was designed to teach 42 undergraduate students. The program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria to address the students{\textquoteright} difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism. To address the students{\textquoteright} difficulties in reasoning at the microscopic level and the scientific evaluation of their models during their development of an explanatory model of magnetism, the program involved scaffolding activities, an interactive computer simulation, and reflection on scientific modeling criteria. The results of the study indicated that more than half the students developed scientific and coherent microscopic N-S dipole models to explain observed magnetic phenomena, and students{\textquoteright} understanding of the nature of models was significantly enhanced after the instruction. This study contributes to modeling theory and the methods that can help students self-develop scientific models of magnetism as opposed to rote learning.},
	keywords = {explanatory models, magnetism, undergraduate students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.351},
	url = {http://oaji.net/articles/2015/987-1437679161.pdf},
	author = {Meng-Fei Cheng and Jang-Long Lin and Ying-Chi Chang and Hsiao-Wen Li and Tsung-Yu Wu and Deng-Min Lin}
}
@article {401,
	title = {DEVELOPING THE CONTEXT-BASED CHEMISTRY MOTIVATION SCALE: VALIDITY AND RELIABILITY ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {809{\textendash}820 },
	abstract = {In order to explain chemistry subjects by linking them to everyday life and accordingly, to improve the quality of education, context-based learning has come into use widely in chemistry teaching recently. The aim of this study is to develop a scale to determine secondary school students{\textquoteright} motivations towards chemistry activities supported with context-based learning. Validity and reliability analysis of the scale were done with the participation of 525 high school students. To determine the structural validity of the scale, exploratory factor analysis was done. The factor analysis concluded that the scale had a three-factor structure with 20 items. Cronbach Alpha internal consistency coefficient of the scale was calculated to be 0.91. Cronbach Alpha internal consistency coefficients of sub dimensions were found to be 0,84; 0,80 and 0.81 respectively. In the light of the findings of this study, the scale developed is concluded to be of use in determining high school students{\textquoteright} motivations towards context-based chemistry. 
  
},
	keywords = {chemistry teaching, context-based chemistry, high school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.809},
	url = {http://oaji.net/articles/2015/987-1450982393.pdf},
	author = {Ay{\c s}em Seda {\"O}nen and Fatma Merve Ulusoy}
}
@article {395,
	title = {DEVELOPMENT AND EVALUATION OF A COMPETENCE-BASED TEACHING PROCESS FOR SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {740{\textendash}755 },
	abstract = {The quality of education is increasingly being measured less by the knowledge gained during schooling and more by the level of competence possessed by students at doing a particular job after completing their education. Target and process-planned curricula are being replaced more and more by competence-oriented curricula, especially in science and technology education, where competences, generally defined as the capability or the ability of an individual doing a job properly, are placed at the forefront. If competence is the desired criterion for educational quality, it can be easily established that suitable instruments and methods of measurement are needed for this kind of quality evaluation, which, however, are not yet available. Suitable instrumentation was developed in this study. Its use was demonstrated in the example of elementary education in Slovenia. },
	keywords = {educational quality, generic competences, methods of teaching, students{\textquoteright} skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.740},
	url = {http://oaji.net/articles/2015/987-1450981788.pdf},
	author = {Dragica Pe{\v s}akovi{\'c} and Andrej Flogie and Boris Aber{\v s}ek}
}
@article {400,
	title = {DEVELOPMENT AND EVALUATION OF AN INSTRUMENT MEASURING ANXIETY TOWARD BIOLOGY LABORATORY CLASSES AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {802{\textendash}808 },
	abstract = {University students{\textquoteright} achievements in biology laboratory do not depend only on cognitive variables, but also on non-cognitive variables such as anxiety levels. The aim of this study was to develop a measurement tool assessing the anxiety levels of university students in a biology laboratory class. In this study, the Biology Laboratory Anxiety Scale (B-LAS) consisting of 15 items was developed, and analysed its validity and reliability. All items are positively worded to indicate increased anxiety. The sample consisted of 685 science teacher candidates (450 female and 235 male) who take Biology and/or Biology laboratory classes at three different Faculties of Education. The validity of the scale was first assessed by expert review. Exploratory factor analysis was performed to assess structural validity, and revealed a one-dimensional structure. The loading values of all 15 items varied between 0.61 and 0.80, and explained 53\% of the total variance. Cronbach{\textquoteright}s alpha coefficient of internal consistency was calculated as 0.93 and the split-half test correlation was 0.85. According to these results B-LAS can be used as a valid and reliable instrument in science education.},
	keywords = {biology laboratory, factor analysis, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.802},
	url = {http://oaji.net/articles/2017/987-1519497189.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu}
}
@article {371,
	title = {DEVELOPMENT AND VALIDATION OF ENVIRONMENTAL LITERACY SCALE FOR ADULTS (ELSA)},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {425{\textendash}435 },
	abstract = {In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: {\textquotedblleft}environmental consciousness{\textquotedblright}, {\textquotedblleft}environmental anxiety{\textquotedblright} and {\textquotedblleft}environmental awareness{\textquotedblright}. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.881 for the whole of the scale, 0.807 for the first dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults{\textquoteright} views and levels of environmental literacy.},
	keywords = {adults, environmental literacy, scale development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.425},
	url = {http://oaji.net/articles/2015/987-1437679561.pdf},
	author = {Elif Atabek-Yi{\u g}it and Nesibe K{\"o}kl{\"u}kaya and Melike Yavuz and Eda Demirhan}
}
@article {359,
	title = {THE DEVELOPMENT OF THE KOREAN TEACHING OBSERVATION PROTOCOL (KTOP) FOR IMPROVING SCIENCE TEACHING AND LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {259-275},
	abstract = {An observational instrument called the KTOP (Korean Teaching Observation Protocol) was developed to analyze science teaching and to identify the components of teaching that need improvement. To diminish the gap between theory and practice in science teaching, the method for developing the KTOP was structured as consisting of three steps: the first version of the KTOP was developed through direct observation of science classes at the first step, revised through literature review with consideration of the Korean national curriculum and comparison with other observational instruments in the second step, and finalized after application to actual teaching context. As a result, the KTOP was determined to consist of 30 items of 10 sub-categories in 4 main categories. The content was validated through 48 teachers{\textquoteright} responses to the questions asking if each indicator of the KTOP is worthwhile to be considered in their teaching. Reliability was obtained by agreement (72~90\%) and correlation (r=0.90) among observers{\textquoteright} KTOP scores. Finally, the cases of applying the KTOP to improve science classes and to develop teachers{\textquoteright} expertise through an in-service program were described.},
	keywords = {analysis of science teaching, improving science teaching, observational instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.259},
	url = {http://oaji.net/articles/2015/987-1437063408.pdf},
	author = {Jongwon Park and Young-Shin Park and Youngmin Kim and Jongseok Park and Jin-Su Jeong}
}
@article {307,
	title = {DETERMINING BIOLOGY TEACHER CANDIDATES{\textquoteright} CONCEPTUAL STRUCTURES ABOUT ENERGY AND ATTITUDES TOWARDS ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {399-423 },
	abstract = {The aim of the current study is to investigate biology teacher candidates{\textquoteright} cognitive structures related to "energy". As the research design of the study, the case study was applied. The data were collected from 44 Biology teacher candidates. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the biology teacher candidates. With the help of these categories, the cognitive structures of biology teacher candidates were explained. These categories were determined as biological energy-metabolism, energy resources in the nature- types of energy- renewable energy and energy for life continuity. The semantic attitudes of Biology teacher candidates toward energy were found to be positive. On the other hand, it was determined that biology teacher candidates had misconceptions related to energy.},
	keywords = {Attitude, cognitive structure, misconception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.399},
	url = {http://oaji.net/articles/2015/987-1425808957.pdf},
	author = {Hakan Kurt}
}
@article {277,
	title = {DEVELOPING A SCALE OF ANXIETY TOWARDS USING GRAPHS IN CHEMISTRY CLASSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {34-46 },
	abstract = {Graphs are indispensable elements of education in terms of expressing qualitative and quantitative data and laws of science. Individuals need to have the skill to use graphs. The ability to use graphs is listed under three groups as interpretation skill, modeling skill, transformation skill. The lack of performing these skills, failing to overcome these challenges may cause students to develop anxieties towards using graphs. Students{\textquoteright} existing anxieties towards using graphs may prevent the emerging of these skills, reinforce the emerging of the challenges. Therefore, this study focused on developing a scale for anxiety towards using graphs in chemistry using a draft scale along with its validity and reliability studies. The reliability and validity analysis of the scale concluded with a one dimensional assessment tool of 15 items with a reliability level of 0,903.},
	keywords = {affective, Anxiety, chemistry education, graphic},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.34},
	url = {http://oaji.net/articles/2015/987-1425757620.pdf},
	author = {Nilg{\"u}n  Se{\c c}ken and Nuray Zan}
}
@article {334,
	title = {DEVELOPMENT AND APPLICATION OF 7E LEARNING MODEL BASED COMPUTER-ASSISTED TEACHING MATERIALS ON PRECIPITATION TITRATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {784-792},
	abstract = {The purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit {\textquotedblleft}precipitation titrations{\textquotedblright} delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement.},
	keywords = {7E learning model, animation, chemistry education, educational computer games, precipitation titrations, virtual lab},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.784},
	url = {http://oaji.net/articles/2015/987-1425811451.pdf},
	author = {Nazan   Kunduz and Nilg{\"u}n  Se{\c c}ken}
}
@article {338,
	title = {DIDACTIC ANALYSIS OF THE WEB ACID-BASE TITRATION SIMULATIONS APPLIED IN PRE-GRADUATE CHEMISTRY TEACHERS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {829-839},
	abstract = {The wide development of the information and communication technologies provides conditions for using various digital learning objects in education. In Chemistry learning and teaching computer simulations are used for increasing clearness in Chemistry lessons and for supporting experimental activities in laboratory work. For this analysis the topic of acid-base titration was chosen. The research sample included educational simulations of acid-base titration available free on the Internet. In total 35 educational simulations of acid-base titration were found and used for didactic analysis with following research questions: What can be learned from educational simulations of acid-base titration? and How can didactic analysis of different kinds of simulation help to teacher and learner? In the research results of didactic analysis of 35 examples of acid-base titration simulators are presented. Resulting from the analysis we find three different types of educational simulations of acid-base titration with a specific use in Chemistry lessons: (1) simulations of experiments; (2) generators of titration curves according to the user{\textquoteright}s choice; (3) presentations of one titration. The summary of all analysed simulations and proposals of their educational applications is available from the web site http://titrace.wz.cz.},
	keywords = {acid-base titration, chemistry instruction, didactic analysis, educational simulation},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.829},
	url = {http://oaji.net/articles/2015/987-1425811736.pdf},
	author = {Veronika   Machkov{\'a} and Martin B{\'\i}lek}
}
@article {255,
	title = {DEVELOPMENT OF SCIENTIFIC RESEARCH ACTIVITY AS THE BASIC COMPONENT OF SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Editorial},
	chapter = {200-202 },
	abstract = {Scientific research activity (SRA) in comprehensive school is not a new phenomenon. Similar actions have been paid attention at various stages of education. Changes in the quality and quantity of the current stage of society development show a different situation: the pace of life increases, the {\textquotedblleft}turbulence{\textquotedblright} of the surroundings is observed, globalization and social and economical changes in various segments of society gain more power. At the moment, the education system in Lithuania and other countries is facing different changes. As for the reorganization of Lithuanian education system within the period of the last two decades, it seems to be an intensive and ambiguous process. Lithuania had to pose two fundamental challenges: first, to proceed from the so called {\textquotedblleft}soviet{\textquotedblright} system of education the one based on national identity and experience, and second, to adapt the new system to the needs for modern society fully integrating the experience of international education. The adjustment of national and international components has remained the major problem of Lithuanian education system up to now.
SRA is obviously must be developed and reach an appropriate level in all comprehensive schools, including stages from the institution of pre-school education to upper-secondary school. Thus, three crucial moments must be considered:
{\textbullet} finding / discovering / involving students as young researchers;
{\textbullet} creating a system of educating students as young researchers;
{\textbullet} training the staff undertaking SRA for students.},
	keywords = {comprehensive school, educational process, scientific research activity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.200 },
	url = {http://oaji.net/articles/2014/987-1419168032.pdf},
	author = {Vincentas Lamanauskas}
}
@article {242,
	title = {THE DIFFUSIONIST-EVOLUTIONIST MODEL OF E-LEARNING DEVELOPMENT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {67-77 },
	abstract = {This paper explores development of the discipline of e-learning. It develops the evolutionist model of e-learning development and compares it with the diffusionist model of e-learning development. Using transdisciplinary research methodology, it develops the diffusionist-evolutionist model of e-learning development. The diffusionist aspect of the model concentrates to practical issues such as introducing e-learning into educational institutions. The evolutionist aspect of the model concentrates to theoretical issues such as comparative studies of historical developments. On such basis, the diffusionist-evolutionist model provides a single practical framework for describing small-scale and large-scale e-learning development. Following methodological restrictions, the diffusionist-evolutionist model does not reflect any natural principle. As a research principle, it only aims at improving our current descriptions of e-learning development.},
	keywords = {diffusion of innovations, diffusionism, e-learning development, evolutionism, transdisciplinary research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.67},
	url = {http://oaji.net/articles/2014/987-1419166989.pdf},
	author = {Petar Jandric}
}
@article {221,
	title = {DESIGNING LEARNING OBJECTS: A GENRE-BASED APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {114-126 },
	abstract = {In the present paper, a genre-based conceptual framework for interpreting and designing content for learning objects is proposed. Learning objects are considered here as multimodal macrogenres. These macrogenres are constituted of content objects which are in fact types of digital microgenres. The successful and coherent information linking of these content objects inside a LO can be achieved through particular rhetorical relations. The knowledge of the several types of digital microgenres as well as the rhetorical relations between them, can equip an author/teacher with a repertoire of semiotic concepts, which make him capable of interpreting already made material, as well as creating new and coherent material, in order to affect and motivate students in particular ways, through his intended communicative and educational purposes.},
	keywords = {content objects, learning objects, multimodal macrogenres, rhetorical structure theory},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008579.pdf},
	author = {George Vorvilas and Thanassis Karalis and Konstantinos  Ravanis}
}
@article {224,
	title = {DEVELOPMENT AND APPLICATION OF A TWO-TIER DIAGNOSTIC TEST TO ASSESS SECONDARY STUDENTS{\textquoteright} UNDERSTANDING OF CHEMICAL EQUILIBRIUM CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {146-155 },
	abstract = {The purpose of this study is to develop a two-tier multiple choice test to detect tenth grade high school students{\textquoteright} conceptual understanding related to chemical equilibrium. In the development of the test the steps described by Treagust (1988) were used. The test was prepared for the purpose of detecting students{\textquoteright} conceptual understanding in topics like approach to equilibrium, equilibrium state, changes in the equilibrium conditions, addition of inert gas and catalyst. The test was administered to 102 tenth grade students. The internal validity coefficient of Cronbach alpha was 0.903. Difficulty indices ranged from 0.20 to 0.93, and discrimination indices ranged from 0.19 to 0.89. Each item was analyzed to determine student understanding and identify alternative conceptions about, chemical equilibrium concept. Results of the test suggested students did not acquire a satisfactory understanding of chemical equilibrium concepts and 25 common students{\textquoteright} alternative conceptions were identified through analysis of test items.},
	keywords = {Alternative Conception, chemical equilibrium, high school, two-tier multiple choice test},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547169.pdf},
	author = {Huseyin Akkus and Hakki Kadayifci and Basri Atasoy}
}
@article {211,
	title = {DIFFERENT WAYS OF DESCRIBING EXPECTED STUDENT LEARNING OUTCOMES IN SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Editorial},
	chapter = {4-5 },
	abstract = {The best way of describing what and how a teacher should teach science or what a student should learn in a national level curriculum is not self-evident. Descriptions of {\textquotedblleft}learning outcomes{\textquotedblright} are increasingly used and have been considered as an important basis for the quality of science education. However, there are variations in the descriptions and also whether they are written as a form of teacher behaviour or as a form of student learning. For example, in the UK the descriptions in the beginning of 1990 in the National Curriculum were written in the form of what students should learn. But the policy has changed and the new curriculum will describe what topics a teacher should introduce to students.
In Europe, the Bologna Process has put the focus on learning outcomes in terms of this concept being a {\textquotedblleft}common language{\textquotedblright} to describe the curricula in countries throughout the world. The general idea behind transforming the educational aims into the form of learning outcomes is to enhance transparency and accountability of learning outcomes, and to increase the quality of learning. Moreover, the description of learning outcomes of a learning sequence is assumed to enable learners to have an active role in the learning process alongside their teachers. Learning outcomes are typically described in a way they could be used or modified for assessment criteria and for designing items for national level external examinations. Therefore, use of learning outcomes has a direct link to teacher and national level assessment.
Several countries, like the UK, Germany and Finland, are preparing or are planning to prepare in the near future national level curricula. It will be interesting to follow how different demands, like quality assurance, EU harmonising policy, research on teaching, learning and assessment, are realised in 2010 or 2020 curricula.},
	keywords = {learning outcomes, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173157.pdf},
	author = {Jari Lavonen}
}
@article {229,
	title = {DIGITAL EDUCATION: SOME IMPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Editorial},
	chapter = {216-218 },
	abstract = {In recent years education space is saturated with various discussions and thoughts about the so-called digital teaching and learning. New technologies consistently and rather aggressively keep penetrating into educational practice. Therefore, we have to discuss in essence the urgent problems of digital teaching, to analyse the emerging challenges both for the teachers and students. On the other hand, it would be impossible to single out any one age group people. It is urgent both for the pupils and teachers of comprehensive schools and for the teachers and students of higher schools. However, it can be basically asserted, that for younger students these questions are much more urgent. Their experience in the sphere of new technologies is varied and at the same time inadequate to current teaching and learning practice. Let{\textquoteright}s say, not a small part of today{\textquoteright}s youth use the services of various social networks such as, Facebook, Twitter and other. The problem is that very often we don{\textquoteright}t know or poorly know what the educational meaning and use of such services is. Moreover, how to effectively use new technologies which are actively used by the pupils, in educational sense? Sometimes an impression is made that existing educational practice reacts unwillingly to such challenges. It is obvious, that a rather sudden shift takes place in the system {\textquotedblleft}classical pedagogy{\textquotedblright} {\textendash} {\textquotedblleft}online pedagogy{\textquotedblright}, isn{\textquoteright}t it? There is also another shift in the system that is closely related with this shift, {\textquotedblleft}from teaching to learning{\textquotedblright}. It can be confidently asserted, that the latter shift is considerably overestimated and groundlessly given too much importance. Effective and productive learning is not possible without a proper teaching. These are two education system elements which are closely interrelated and influence each other. Only the weight of these elements differs in certain age periods. Therefore, a narrow and primitive interpretation of this shift is not acceptable. After all, in real educational practice also the third significant shift occurs, or more exactly, problem situation in the system {\textquotedblleft}digital activities{\textquotedblright} {\textendash} {\textquotedblleft}non-digital activities is observed. How to keep a proper balance?},
	keywords = {digital content, digital teaching aids, digital teaching and learning, educational practice},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547530.pdf},
	author = {Vincentas Lamanauskas}
}
@article {191,
	title = {DEVELOPMENT OF COMMUNICATION TRAINING PARADIGM FOR ENGINEERS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {99-108 },
	abstract = {Engineers carry a stigma of being ineffective communicators, and various calls for teaching them communication skills have been performed. In the context of Bologna changes in European university space, such calls seem to be even more important, since the demand of employability and applicability of graduate engineers is one of the most important arguments for change. Many engineering educational institutions (mostly universities) have made efforts to improve the situation: they have included rhetoric or communication courses into the existing study programs. Rhetoric/communication teachers, who used to undertake similar courses in the language and literature departments, have mainly taught these rhetoric courses. However no special rhetoric/communication courses have been developed for engineers. The fact is that research in the field of rhetoric for engineers has not got a lot of scientific research yet.
This paper will attempt to given answers to the following question: What kind of communication skills does an engineer require? A rhetoric course, designed for engineers and a didactic model for rhetoric education of engineers will be presented and evaluated. },
	keywords = {Communication, Education, Engineering education, rhetoric},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171312.pdf},
	author = {Boris Aber{\v s}ek and Metka Aber{\v s}ek}
}
@article {190,
	title = {DEVELOPMENT OF NATURE OF SCIENCE SCALE (NSS) FOR ADVANCED SCIENCE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {87-98 },
	abstract = {Frequent use of open-ended questionnaire plus interview application for nature of science as a requirement for informed decision making has been criticized by many researchers and a need for an easily administrable and scorable instrument has been emphasized. At the same time, existing instruments were developed with the students out of advanced students. Therefore, the purpose of this study is development of a nature of science scale for advanced science students. The study was conducted with 224 advanced science students. Both confirmatory and exploratory factor analysis were done to collect evidence for validity of the scores on the instrument and it was found that both of the analyses approved appropriate validity of the scores. Cronbach alphas for subscales were found as from .55 to .77 as acceptable values. The implications and importance of the instrument will be discussed in this article.},
	keywords = {advanced science students, nature of science, scale development},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171261.pdf},
	author = {Mustafa Serdar Koksal and Jale Cakiroglu}
}
@article {126,
	title = {DEVELOPING PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SKILLS OF INDEPENDENT EXPERIMENTAL WORK USING OUTDOORS APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {47-57},
	abstract = {This paper discusses the development of an Introductory Physics course at a Pedagogical University in Russia. The course focuses on developing students{\textquoteright} skills of independent experimental work. Piotr Gal{\textquoteright}perin{\textquoteright}s (1902-1988) ideas, that learning should begin with a profound orientation to the learning task and integrate students{\textquoteright} self-reflections, provide a theoretical ground for the course development. An outdoor context was used to inspire and implement the students{\textquoteright} self-directed projects. Evidence of the outcomes of different elements of the course implementation was collected through action research methodology. The results show that the students deepen their skills of inquiry and value doing independent planning and implementation of experimental activities in an outdoor environment.
           In the new course design, priorities shifted towards developing students{\textquoteright} advanced skills of experimental activity and understanding of inquiry. The students learned to reflect about experimental activity as a whole. The generic skills of inquiry developed indoors were applied and further developed when solving practical problems outdoors.
           The evidence collected during the course revealed a generally positive attitude of the first year students towards the new teaching methods. The students had more time and possibilities to discuss the ideas and to plan and implement investigations. They felt responsibility for their own learning and ownership of their projects. Positive changes in students{\textquoteright} attitudes towards the experimental work could be identified. The most significant improvement took place in planning the inquiry, as well as in results analysis. 
         The course development work gives us evidence that the students{\textquoteright} orientation in generic forms of experimental activity is productive and particular important in teacher education. Prospective teachers get better possibilities of acquiring skills of inquiry and not only content. The outdoors approach enriched the design of the introductory physics course. It inspired the new vision of the objectives and structure of this course. Generally, students gave a positive response in evaluations of outdoor studies ranging from satisfaction to a very positive attitude. 
          However, one course can not change the system. Unfortunately, we can state that the courses where students continue their studies after the Introductory Physics course represent the rather traditional scholastic culture of physics courses, with creativity limited to finding standard solutions for standard problems.},
	keywords = {introductory physics, outdoors, students{\textquoteright} projects},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286929.pdf},
	author = {Oleg Popov and Irina Tevel}
}
@article {103,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Editorial},
	chapter = {4},
	abstract = {It is very pleasant that with each edition of our journal we see an increasing number of countries represented by contributors as well as an expanding range of topics covered in scientific articles. Currently, the journal mostly present articles about the educational standards and modern teaching-learning technologies in corresponding countries. But how about the development of modern educational content in natural sciences? It has been almost 40 years since my class graduated from the secondary school, but the science curriculum in schools and higher educational establishments hasn{\textquoteright}t changed much, especially with regard to physics. Metaphorically speaking, the content of sciences could be compared to the content of a wardrobe containing the clothes of our grandparents and our parents, as well as our own contemporary clothing items which we traditionally try to save until we have worn down the older clothes. In most cases the final result is that there is no time left for the contemporary. The question is whether science students will have time to cover the contemporary developments while studying all the theories and laws of the past centuries. 
I don{\textquoteright}t think I will be far from the truth in stating that natural sciences are more prone to conservatism than other sciences. Sometimes it seems that we would like to build new theories on old foundations without realizing that some of the new theories in themselves provide new foundations. During the last two decades alone, we can observe a huge progress in the quality of people{\textquoteright}s lives thanks to the development of natural sciences. Information science, microelectronics, cellular connections, genetic engineering and other scientific notions have imperceptibly added to the daily vocabulary which individuals gradually perfect from the very childhood based on the changes brought by new scientific developments. It might be time to consider how to streamline science education in this context. 
In Europe and worldwide there are educational content improvement projects that strive to include topics related to the utilization of modern technologies in production, medicine, household appliances and other aspects of daily life. Obviously, we cannot bypass the very foundations of natural sciences and jump to modern theories, but we have to remember that individual creative endeavours last for decades whereas science has developed over the course of hundreds and thousands of years. Our journal has the opportunity of thematic improvement by publishing more articles devoted to expansion of scientific content in various educational levels. I think that many readers will be pleased to find articles about how to balance the foundations of a particular science with the acquisition of new contemporary theories. 
As a member of the editorial board, I am deeply grateful to all authors whose scientific articles have greatly contributed to science education. Wishing good fortune and success to all of you,},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214020.pdf},
	author = {Valfr{\^\i}ds Pa{\v s}kevi{\v c}s}
}
@article {111,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Editorial},
	chapter = {4},
	abstract = {A current issue of the journal discusses eight interesting and seminal articles which is definitely a very usual and entirely understandable matter. On the other hand, 10 is a special number of the magazine indicating a fairly hard but progressive way to have been followed. Intention of publishing a journal is very important. However, pushing the idea of promotion is though a different but crucial issue. In this case, the situation reminds of a baby requiring constant long-term care as this short five-year period is not lengthy enough to debate the entrenchment of the international journal in the academic society world-wide.
During a period of five years, 72 articles focusing on the topics covering general methodological as well as experimental or specific didactical questions have been published. Obviously, a broader and more accurate picture would have been revealed by thorough assessment of the subjects. It is expected that the proximate issues of the magazine will improve the situation. The spectrum of the authors becomes wider, and thus this is evidence showing that the popularity of the journal is growing. It must be stressed that not all received works have been published. During this time, the editorial board of the journal has collected more than one hundred and fifty different papers. Nevertheless, a number of those were qualified as not corresponding to the format of the journal or were insufficiently professionally prepared to be published. An initial idea of the magazine was to present the Baltic States i.e. to make the works, ideas and experience of the experts of this region internationally known. Yet, the editorial board has always supported the idea that the journal had to be opened to any potential author on no account that they were representatives of other countries or institutions. Lithuania as one of the Baltic Countries is placed in a unique geopolitical situation. We have always remained as a bridge between the East and the West. A very valid point is that the authors from Russia, Byelorussia and other countries of Eastern Europe have joined our magazine. Unfortunately, due to the various reasons, frequently the readers from the West fail to become acquainted with relevant and valuable experience gained by the countries of the East in the field of natural science education. For example, this issue publishes an article on child orientation in immediate natural and social environment and is done by Eleonora Melnik who is a professor at a State Pedagogic University in Karelia. The publication reveals an attitude of the Russian experts towards the interaction between nature and modern human being. Evidently, the questions facing the interaction between man and nature in ontogenesis are poorly examined due to lack of methodical information disclosing how to implement educational support in order to make corrections to negative and to form and strengthen positive interaction. 
As it was mentioned above, the editorial board of the journal gets more and more different manuscripts to be published and supposes that the academic level of the journal should constantly increase. These are the major indicators proving the need for further publishing the magazine. Therefore, we are concentrating on bringing out the materials of high scientific quality. We are expecting that the future authors will be more focused on the quality of preparing papers for publications as well as will more intensively follow the requirements for the handled manuscripts imposed by the editorial board. A perfect manuscript makes our hard and fairly lengthy work more rewarding. 
An assessment of the international situation discloses that research on the natural science education issues increasingly frequently becomes a field of the interests of the scientists from different countries. TIMSS, SAS, PISA, ROSE etc. and other important investigations show that the spectrum of problems is really broad and causes overriding concern (not only in academic society). Such fields as natural science education literacy, motivation for acquiring knowledge of natural sciences (nature study) and practical nature/environmental study activity, interaction with nature, integration of natural science-technological-social education, training of teachers dealing with natural sciences and diagnostics of training quality (on the basis of competencies), natural science background of primary school teachers, natural science education in pre-primary and primary educational establishments, usage of ICT in the process of natural science-technological education etc. are and will be the central problems requiring an effective solution. The main question that needs to be answered is about natural science and technological education in the 21st century. We believe that the scientists from different countries will help with finding answers to this burning issue by presenting their research papers for the reader. 
In conclusion, I would like to thank the members of the editorial board whose broad knowledge, support and inspiration have helped me very substantially with producing and publishing the journal. Since the very first issue of the magazine was published, the number of the people working for the magazine has increased and the number of the countries representing the journal has become larger. We hope that all the members of the editorial board will be active in producing and assisting the journal in the future. },
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234563.pdf},
	author = {Vincentas Lamanauskas}
}
@article {93,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Editorial},
	chapter = {4},
	abstract = {Two different professions are engaged in science education: {\textquoteleft}subject-specific (physics/ chemistry/biology) educators{\textquoteright} (i.e. people who do it) and {\textquoteleft}science education researchers{\textquoteright} (people who study it). Many subject-specific educators at the university and school levels often analyse physics/ chemistry/biology education in general or particular concepts and areas of their specific discipline. The selection of the content for the curriculum, as well as the level and depth at which concepts should be taught feature in such discussions. Science educators are engaged in educational research {\textendash} advancing pedagogical knowledge in science. They started about thirty years ago to see science education from a different perspective, that of the process of learning. Their attention was focused not on the curriculum but on the student. Another change was the fact that such studies are not theoretical but are carried out by means of experimental (empirical) investigations. As with research in science, characteristics of educational research are that it is theory based, it is data based, and it produces generalisable results.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284646.pdf},
	author = {Georgios Tsaparlis}
}
@article {84,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Editorial},
	chapter = {4},
	abstract = {The Journal of Baltic Science Education (JBSE) is a relatively new journal in the field of science education. Nevertheless it has already had a strong position amongst the other journals of that area. This high quality scholarly journal seems to be a bridge between the Eastern pedagogy and the Western education. In addition it revives the old educational tradition of the Baltic countries and Scandinavia. The papers from the other parts of Europe are also welcome.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049108.pdf},
	author = {Borislav V. Toshev}
}
@article {71,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Editorial},
	chapter = {4},
	abstract = {This the sixth number of Journal Baltic  Science Education presenting eight articles (Geography and biology and teacher education in Finland /Eila Jeronen/,  Application of a questionnaire to describe teacher communication behaviour and its association with students in science in Turkey /Esra {\"O}zay, Ercan Kaya, Fatih Sezek/, Science teaching and the school - when concepts meet context /Jan Schoultz, Glenn Hultman/,  The role of researchers in the implementation of educational  policies: the finnish luma  programme (1996-2002) as a case study /Jari Lavonen, Veijo Meisalo, Kalle Juuti/, Assesment of the environmental aspect in a
contemporary teaching/learning model of chemistry in basic schools of Latvia /Aira Bartusevi{\v c}a, Dagnija Cedere, Rudite Andersone/,  The students{\textquoteright} perceptions: essay versus multiple-choice type exams /Dogan Tozoglu, Musavver D. Tozoglu, Ahmet Gurses, Cetin Dogar/, Ecocentric worldwiew paradigm: the reconstruction of consciousness /Rasa Hage, Alona Rauckiene/, The
influence of STL teaching and science teachers{\textquoteright} teamwork on change of students{\textquoteright} creativity /Anne Laius, Miia Rannikm{\"a}e/). All articles are  very interesting and are useful those for all interesting in questions of natural science education.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419937.pdf},
	author = {Valery Solomin}
}
@article {63,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Editorial},
	chapter = {4},
	abstract = {This is the fifth number of Journal of Baltic Science Education and it marks the beginning of the third year of its publication. We have been planning to publish two numbers this year, as we have always been doing before. The editorial board is expecting  the journal to become increasingly interesting, multidimensional and helpful to all of its readers: researchers, students, teachers, and graduate students.
A two-year experience has proved relevance of the journal. 27 scientific works have been published. In addition, it not only offers scientists from Baltic States the possibility to present their researches and ideas but also helps to make contacts with researchers in other countries. The journal is open from this point of view, and we expect a lively interest from the scientific community. It is worth mentioning here that the journal has been included in the EBSCO database and is now available to all of its readers. Similarly, it has been included in the special list of quotable international publications by Latvian Science Academy which has certified to its scientific significance.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419090.pdf},
	author = {Janis Gedrovics}
}
@article {66,
	title = {DEVELOPMENT OF CONCEPTIONS OF STUDENT TEACHERS IN INITIAL TEACHER EDUCATION IN BIOLOGY AND GEOGRAPHY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {24-33},
	abstract = {The article aims to interpret professional development of teachers, focusing specifically on the development of professional conceptions of student teachers in an Initial Teacher Education during their final school practice period in Biology and Geography. The study is a qualitative case study. The resultant data is based on reflective diaries and teaching practice reports written by the student teachers, and on recordings and videotapes from supervision meetings and lessons. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, their awareness of themselves as teachers and of teaching of Biology and Geography developed. At the beginning, they reflected their status, whereas at the end they considered the work of a teacher as a whole and what kind of teachers they want to be.

            Context and values issues should be stressed more, both in initial and In-service education. This is important because teachers should be able to observe and value environmental and human rights problems. They should be willing to construct connections, not only with parents, but also with society. Initial teacher education and In-service education should be linked to each other. The teacher educators should participate in professional In-service education more than they currently do. Based on collaborative research and development projects between teachers and teacher educators, it would be possible to create a strong and prestigious professional teacher culture, basing on shared expertise and responsibility, and continuously developing theory.},
	keywords = {professional conceptions, professional development, reflection, school practice, strategies of student teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1482419388.pdf},
	author = {Eila Jeronen}
}
@article {55,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Editorial},
	chapter = {4},
	abstract = {The first issue of our journal was published one year ago. Since that time the journal has become well known not only among the researchers and science educators in the Baltic States, but also in a number of other  European countries as well as overseas. Our journal was much in demand. There was a need to introduce new  achievements in science and technology education in this part of the world, and  to bring  new trends in science education closer to our readers. We are very happy for contributions outside of the Baltic region and welcome any continuous future collaboration.},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610380628.pdf},
	author = {Miia Rannikm{\"a}e}
}
@article {57,
	title = {DEVELOPMENT OF LOGICAL THINKING IN SCIENCE SUBJECTS TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {12 - 20},
	abstract = {The paper presented summarises the most important principles of problem - based teaching realised through problem - based tasks. A basis of the research, carried out in this area, are problem {\textendash} based tasks from science subjects {\textendash} mainly from biology and chemistry {\textendash} for pupils of elementary schools and students of secondary schools. Solutions to these problems are presented as models realised through a problem- based programme expressed by a flow chart. This chart - designated for teachers - represents a design of micro-regulation that expresses a supposed structure of thinking activities of students and controlling activities of teachers in search for solutions to the respective problem - based tasks. The use of the programme in the teaching process widens a scope of individualised activities of teachers.

Within this research, 148 problem {\textendash} based tasks have been gradually developed. In experimental classes of the eight and ninth grade of elementary schools and in the first and second year of secondary schools, practical verification of these tasks have been carried out. The most significant outputs of the research are referred to in the conclusion to this paper.},
	keywords = {development diagrams, model of the activity, problem tasks, problem-solving, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928528.pdf},
	author = {V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a} and Hana {\v C}trn{\'a}ctov{\'a}}
}
@article {957,
	title = {Dear Readers},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {February/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Editorial for JBSE},
	keywords = {JBSE, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610521875.pdf},
	author = {Vincentas Lamanauskas}
}
@article {954,
	title = {DEAR READERS AND WRITERS!},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	pages = {Continuous},
	type = {Other},
	chapter = {3},
	abstract = {Editorial for JBSE},
	keywords = {JBSE, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2021/987-1610522115.pdf},
	author = {Andris Broks}
}
@article {36,
	title = {DEVELOPMENT OF POSTINDUSTRIAL SCIENTIFIC AND TECHNICAL EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {16 - 24},
	abstract = {During former period of the development of Christianity nothing more than revolution in science and technologies has very seriously influenced the life of World{\textquoteright}s society. According to this the problem of heterogeneity of societal and individual development has appeared and the question - w h a t   e d u c a t i o n   f o r   w h a t  l i f e ? has become actual for all people within different societies or social groups. Scientific and technical literacy for all and high quality science and technologies education for coming new generation of specialists - main task for the corresponding development of general as well as professional modern science and technologies education. Healthy life - healthy human{\textquoteright}s spirit and  body in healthy living environment - main direction for those developments. Implementation of systems theory - systemology in education and development of ontodidactic are forming the backbone of modern post-industrial science and technologies education today.},
	keywords = {didactic, educational research, progress of science and technologies, reform of education, scientific and technical education, scientific literacy, systemology of education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180151.pdf},
	author = {Andris Broks}
}
@article {38,
	title = {DEVELOPMENT OF TEACHING METHODOLOGIES IN THE FIELD OF BIOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {March/2002},
	type = {Original article},
	chapter = {36 - 43},
	abstract = {The article considers the some aspects of development of teaching methodologies in the field of biology. The article gives a brief analysis of the history of the first methodologies by teaching biology. The main mission for students in preparing to become educators is to learn procedures for proper education, the basics of teaching biology, and the skill of conducting the process where by students obtain knowledge. Young educators must be well familiar with teaching procedures, methods and methodical steps so as to be able to utilize these successfully in his or her work in various classes and under various conditions. When studying at university, students must not only become familiar with the theoretical foundations of methodology, but also with their practical applications. The process of integration leads to changes in teaching subjects and to new relations among subjects.},
	keywords = {development of methodologies, natural science education, teaching biology, teaching methodologies},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180280.pdf},
	author = {Leonids Keirans}
}
