@article {1373,
	title = {MENDELEEV{\textquoteright}S PORTRAYAL AND MENDELEEVIAN EPONYMS IN CHEMICAL EDUCATION: SIC TRANSIT GLORIA MUNDI},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {352-376},
	abstract = {Scholars as exemplars and their linked eponyms play a significant role in education. Since the discovery of the periodic law in 1869, perceptions of Mendeleev and his eponyms may have shifted. With the aim of assessing the historical and current portrayal of Mendeleev and his eponyms in chemistry textbooks and on the Internet, content analysis of textbooks, including Soviet and contemporary Russian (11) and Ukrainian (16), was conducted. Additionally, an Internet search in 7 languages was conducted to assess the prevalence of Mendeleevian eponyms online. Primary Mendeleevian eponyms are predominantly utilized in the Russian segment of the Internet. While Mendeleev{\textquoteright}s portrayal held significance in mid-20th-century Soviet chemistry textbooks, his presence has dwindled in current Russian and Ukrainian textbooks. This decline is attributed to the obsolescence of associated chemical realities, the disputed priority of Mendeleev, and an ambiguous attitude towards him. The implications of this decline include loss of historical context, reduced memorization aids, impact on critical thinking, disruption of continuity, and reduced humanism in education. The research underscores the importance of a balanced and inclusive approach to science education, recognizing contributions from scientists of diverse backgrounds and perspectives, and highlights the interconnected nature of science education and international relations.},
	keywords = {chemistry textbook, content analysis, eponym, Mendeleev, periodic system},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.352},
	url = {https://oaji.net/articles/2023/987-1713273324.pdf},
	author = {Uladzimir K. Slabin}
}
@article {1350,
	title = {A META-ANALYTIC EXAMINATION OF THE EFFECT OF INDIVIDUAL AND SCHOOL-AVERAGE ACHIEVEMENT ON STUDENTS{\textquoteright} SELF-CONCEPT IN SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {37-44},
	abstract = {The purpose of the present study was to examine the effect of individual and school average achievement on students{\textquoteright} self-concept in science. The data of the last four Trends in International Mathematics and Science Study (TIMSS) cycles were used, and a two-stage individual data meta-analysis was conducted to examine the relationship between achievement and self-concept in science. In the first stage, multilevel structural equation modeling was performed for each dataset. Furthermore, the effect sizes were synthesized via meta-analysis with a three-level random-effect model. In addition, moderation analysis was conducted for the year, grade, and degree of stratification in countries. The results suggested a positive and significant effect of individual science achievement on the self-concept of students in science. On the other hand, the relation of the average school achievement was negative. The results were discussed by considering the big-fish-little-pond effect.},
	keywords = {big fish little pond effect, science education, self-concept, TIMSS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.37},
	url = {https://oaji.net/articles/2023/987-1709892182.pdf},
	author = {Nurcan Kahraman}
}
@article {1364,
	title = {MODERATOR EFFECT OF MOBILE LEARNING ON STUDENTS{\textquoteright} ACHIEVEMENT IN PHYSICS: A META-ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {187-207},
	abstract = {The use of mobile technology in physics education has become more prevalent, but more data about its effect on student academic performance needs to be collected. This meta-analysis examines the effects of mobile learning on student achievement in physics and any moderating factors. The study collected 36 primary studies from various scientific databases (Scopus, ERIC, DOAJ, Google Scholar) that met the inclusion criteria. The findings indicate that using mobile technology has a significant effect on student performance in physics compared to without mobile learning. Moderator analysis revealed differences in the effects of mobile learning on physics learning outcomes based on sample size, academic level, gender composition, learning media type, learning model type, learning outcome type, and measurement instrument type. However, no effect difference was observed in country status, publication year, sampling technique, and physics content. No publication bias was found in this study. Overall, the study suggests that mobile learning has a strong positive effect on student achievement in physics.},
	keywords = {learning achievement, meta-analysis, mobile learning, physics learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.187 },
	url = {https://oaji.net/articles/2023/987-1713272578.pdf},
	author = {Wahyu Dilla Abdullah and Adilah Afikah and Ezi Apino and Supahar Supahar and Jumadi Jumadi}
}
@article {1338,
	title = {MEASURING SCIENTIFIC REASONING OF FOURTH GRADERS: VALIDATION OF THE SCIENCE-K INVENTORY IN PAPER-BASED AND COMPUTER-BASED TESTING ENVIRONMENTS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1050-1062},
	abstract = {Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children{\textquoteright}s scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys{\textquoteright} and girls{\textquoteright} scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students{\textquoteright} scientific reasoning.},
	keywords = {computer-based testing, paper-based testing, primary school, Science-K Inventory, scientific reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1050},
	url = {https://oaji.net/articles/2023/987-1702729056.pdf},
	author = {M{\'a}ri{\'o} Tibor Nagy and Erzs{\'e}bet Korom}
}
@article {1316,
	title = {MICROBIOLOGICAL AWARENESS AMONG UPPER-SECONDARY SCHOOL STUDENTS IN THE CONTEXT OF COVID-19 VACCINATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {749-766},
	abstract = {There is evidence that education levels have an impact on people{\textquoteright}s attitudes toward vaccination. The recent COVID-19 pandemic has highlighted the need to maximize vaccinations - one of the most efficient ways to prevent the spread of infectious diseases. Young individuals play a major role in disease transmission due to their intense social life and frequent asymptomatic infections. In this study, a survey of upper secondary school students in Poland was conducted to assess their microbiological awareness depending on subjects that they studied on the extended level and COVID-19 vaccination willingness. Participants learning biology and chemistry on the extended level had significantly higher microbiological awareness. Clear proof of microbiological awareness{\textquoteright}s influence on vaccination willingness was not found. Although studying biology did not significantly influence students{\textquoteright} willingness to be vaccinated, their place of residence did. Students from bigger cities were more willing to get vaccinated. These results show that while science education raises microbiological awareness among upper secondary school students, place of residence, likely through social pressure, is a more important factor influencing vaccination willingness. It is suggested that more effort should be put into educating society as a whole and encouraging vaccination particularly.},
	keywords = {attitudes towards vaccinations, infectious diseases, microbiological education, SARS-CoV-2, upper secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.749},
	url = {https://oaji.net/articles/2023/987-1697653260.pdf},
	author = {Beniamin Abramczyk and Szymon {\L}awicki and Weronika Pyter and Agata Bluszcz and Ignacy Piszczek and Jonatan Audycki and Julia Paw{\l}owska}
}
@article {1273,
	title = {MISCONCEPTIONS ON BASIC STOICHIOMETRY AMONG THE SELECTED ELEVENTH-GRADE STUDENTS IN THE URBAN REGIONS OF THE GAMBIA},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-268},
	abstract = {The study complements previous research on a case study of chemistry lesson plans design and teaching. It has been found that chemistry education in The Gambia has been challenged by ineffective lesson plans design and teaching, and laboratory resources. The consequences have been unsatisfactory learning outcomes. However, what could lead to unsatisfactory learning outcomes in chemistry if basic stoichiometry is considered challenging? This has led the present study to develop a survey research method to assess students{\textquoteright} misconceptions on basic stoichiometry. Through a systematic random sampling technique, 285-grade eleventh students were selected. The topics covered in the study included interpreting the pH of common substances, balancing basic stoichiometric equations, and inferences of experimental results. Students{\textquoteright} responses to misconception survey questions were reviewed and analysed. The results indicated that students could be taught some basic principles of stoichiometry. Students who were challenged to correct inferences from experimental results need to develop their knowledge better. Accordingly, the study concluded that chemistry education can indicate the success of introducing basic stoichiometry, including referencing to the lower grades, rather than secondary grades. Nevertheless, what this study could recommend was to examine the possible source and cause of such misconceptions concerning basic stoichiometry reactions and balancing.},
	keywords = {basic stoichiometry, chemical reactions, pH values interpretation, students{\textquoteright} misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.254},
	url = {https://oaji.net/articles/2023/987-1681286687.pdf},
	author = {Abdou L. J. Jammeh and Claude Karegeya and Savita Ladage}
}
@article {1336,
	title = {MODERATING ROLE OF SCIENCE SELF-CONCEPT IN ELICITING STATE CURIOSITY WHEN CONFRONTING A VIOLATION OUTCOME},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1025-1037},
	abstract = {A higher science self-concept may be required to stimulate state curiosity in incongruent situations, but there is limited research on the connection between science self-concept and state curiosity. The purpose of this study is to examine whether science self-concept moderates the process of arousing students{\textquoteright} state curiosity when they encounter results that violate their expectations in science learning. To achieve this aim, 410 fifth- and sixth-grade primary school students (194 female) were asked to solve science questions, and students who faced results that deviated from their expectations were classified as the violation outcome group (experimental group), while those who faced results consistent with their expectations were classified as the expected outcome group (comparison group). Then, the moderating effect of science self-concept on the relationship between science curiosity and state curiosity arousal in these two groups was verified using PROCESS macro. Results showed that science curiosity significantly predicted state curiosity in both groups. Notably, science self-concept had a significant moderating effect on the process of arousing state curiosity in the violation outcome group, where higher science self-concept led to a greater increase in state curiosity after confirming the correct answer. However, in the expected outcome group, the moderating effect of science self-concept was not significant. The implications of these findings for science education and potential directions for future research are discussed.},
	keywords = {moderating effect, PROCESS macro, science curiosity, science self-concept, state curiosity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1025 },
	url = {https://oaji.net/articles/2023/987-1702728920.pdf},
	author = {Jihoon Kang}
}
@article {1235,
	title = {MEASURING CHINESE RURAL SCIENCE TEACHERS{\textquoteright} SELF-PERCEPTION TOWARDS TEACHING COMPETENCIES: INSTRUMENT DEVELOPMENT },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1026-1039},
	abstract = {The teaching competency of rural teachers is fundamental to providing rural pupils with a high-quality education. Nonetheless, China has not yet established standardized competence criteria for rural science teachers, making it difficult to ascertain the actual competence of the rural teaching force on the front lines. Consequently, this study aimed at accessing Chinese rural science teachers{\textquoteright} teaching competency and exploring rural-urban differences by developing a measurement instrument. Factor analyses confirmed the reliability and validity of this instrument, which consisted of 21 items and four dimensions. In addition, the questionnaire was employed to examine 393 science teachers in China, discovering the significant rural-urban differences in terms of teaching implementation and learning evaluation together with teacher distribution. This study was hoped to promote the building of the teaching competency system and provide references for rural science teachers{\textquoteright} professional development.},
	keywords = {factor analysis, rural teacher, science teacher, teaching competency},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1026},
	url = {https://oaji.net/articles/2022/987-1671187941.pdf},
	author = {Mengmeng Li and Le Cai and Dimei Chen and Jianqiang Ye}
}
@article {1178,
	title = {THE MEASURING INSTRUMENT OF PRIMITIVE PHYSICS PROBLEM FOR UPPER-SECONDARY SCHOOL STUDENTS: COMPILATION AND EXPLORATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {305-324},
	abstract = {Problem solving is considered one of the most critical competencies for life. However, many students may perform well in school yet cannot transfer the skills they learned in school to solve real-world problems, especially in science education. This study discusses the characteristics of the problem from the physics education perspective, based on Problem Representation Theory, and proposes a new type of problem: The Primitive Physics Problem. Moreover, the significance and contribution in promoting students{\textquoteright} physics problem-solving ability, both theoretical and empirical, are described. Then the study develops a set of instruments that was tested on 811 students in 12th grade from 10 upper-secondary schools in China. The results showed that the new instrument had good reliability and validity. The promising application in the instruction of the Primitive Physics Problem and in measuring upper-secondary school students{\textquoteright} problem-solving ability of the instrument is discussed.},
	keywords = {primitive physics problem; problem solving; problem representation theory; assessment instrument},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.305},
	url = {https://oaji.net/articles/2022/987-1652122936.pdf},
	author = {Hongjun Xing and Yanfang Zhai and Sisi Han and Yuping Zhao and Wenhui Gong and Yuting Wang and Jing Han and Qiaoyi Liu}
}
@article {1188,
	title = {MULTI-INDEX AND HIERARCHICAL COMPREHENSIVE EVALUATION SYSTEM FOR TRAINING QUALITY OF SCIENCE AND ENGINEERING POSTGRADUATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {408-427},
	abstract = {It is essential to establish a multi-dimensional postgraduate quality evaluation system for student assessment and training. This study aimed to explore the construction of the multi-index and hierarchical comprehensive evaluation system for postgraduate training in science and engineering based on the Context, Input, Process, Product (CIPP) model using Analytic Hierarchy Process. It involved 756 postgraduates in physics and engineering who were randomly selected via the Internet. Data were collected from the questionnaire about postgraduates{\textquoteright} basic information. After collection, Factor Analysis was used to verify the rationality of the design of second-level and third-level indicators, and adjust the corresponding weights. On this basis, Cluster Analysis was used to classify the training quality of the postgraduates based on their scores on academic ability, basic quality, and social ability indicators. The results revealed that the index system includes 4 first-level indicators,12 second-level indicators and 36 third-level indicators, and different weights being assigned to the indicators according to their influence on the training quality of postgraduates in science and engineering. This study also provides some reference for the quality of science and engineering postgraduate training in Chinese universities by proposing relevant measures, which could be interesting also for international audience.},
	keywords = {Analytic Hierarchy Process, CIPP model, multivariate statistical analysis, postgraduate quality training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.408},
	url = {https://oaji.net/articles/2022/987-1656921079.pdf},
	author = {Peitong Duan and Huijun Niu and Jiawen Xiang and Caiqin Han}
}
@article {1217,
	title = {MULTILEVEL LATENT PROFILE ANALYSIS OF ESTONIAN SECONDARY SCHOOL STUDENTS{\textquoteright} CAREER EXPECTATIONS WITH SCIENCE ACHIEVEMENT AND GENDER AS COVARIATES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {788-800},
	abstract = {Although much research has explored the personal, family, school, and social influences on adolescents{\textquoteright} career expectations, little is known about the types of family-related career expectations of students and career expectation contexts in school. Using PISA 2018 test data, a multi-level latent profile analysis was conducted with indicators of parents{\textquoteright} occupational status and children{\textquoteright}s career expectations. This research found that family-related career expectations of Estonian secondary school students can be divided into three types: enterprising, resilient, and disengaged. At the organizational level, contexts for career expectations in schools can be classified as enterprising, enterprising and resilient composite, and disengaged and resilient composite types. The research also found that science achievement and gender predicted latent profile memberships at the individual level. It is proposed that to value the science curriculum and its teaching is to invest in future human resources. It is suggested that families and schools should pay attention to stimulating male students{\textquoteright} career aspirations. The career expectation types of secondary school students within and between schools are of great significance to the construction of national human resources, the development of schools, and the research of families. },
	keywords = {career expectation types, multilevel latent profile analysis, PISA 2018 datasets, Science Achievement, variations between schools},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.788},
	url = {https://oaji.net/articles/2022/987-1667236743.pdf},
	author = {Tao Jiang and Chen, J.-G. and Xu, P.-C and Zeng, P.-F.}
}
@article {1004,
	title = {MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {June/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {344-359},
	abstract = {This research examined articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The {\textquotedblleft}article analysis form{\textquotedblright} developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. },
	keywords = {content analysis, literature review, modelling in science, models in science, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.344},
	url = {http://oaji.net/articles/2021/987-1622790650.pdf},
	author = {Ali Ihsan Benzer and Suat {\"U}nal}
}
@article {839,
	title = {METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {220-233},
	abstract = {Science, technology and engineering functional literacy should be developed purposely in the school system {\textendash} like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T\&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T\&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students{\textquoteright} metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T\&E was implemented in a Technology and Technique{\textquoteright} (T\&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T\&E model increases the students{\textquoteright} science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. },
	keywords = {engineering functional literacy, functional literacy, metacognitive didactic model, science functional literacy, technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.220},
	url = {http://oaji.net/articles/2020/987-1586941392.pdf},
	author = {Zvonka Cencelj and Boris Aber{\v s}ek and Andrej Flogie and Kordigel Aber{\v s}ek, M.}
}
@article {918,
	title = {MODELING TEACHING IN STUDY OF GALVANIC CELLS: UPPER-SECONDARY SCHOOL CONTEXT},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {972-988},
	abstract = {Besides improving students{\textquoteright} understanding of scientific concepts, chemistry teaching should also improve students{\textquoteright} ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students{\textquoteright} proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student{\textquoteright}s ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching. },
	keywords = {galvanic cells, modeling teaching, Problem Solving, proficiency level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.972},
	url = {http://oaji.net/articles/2020/987-1606764553.pdf},
	author = {Huanhuan Lu and Yanxia Jiang and Hualin Bi}
}
@article {754,
	title = {MENTAL REPRESENTATIONS OF LIGHT PROPAGATION TIME FOR 10- AND 14-YEAR-OLD STUDENTS: DIDACTICAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {276-285},
	abstract = {Student{\textquoteright}s mental representations of physical concepts are often different from those of scientists. The research aimed to identify and compare mental representations of light propagation time by school children aged 10 (132 subjects), and 14 (109 subjects) years old. This research was conducted through individual interviews in which the students were asked to locate light propagation time in various tasks-experimental situations. The results of this research show that even though the students of two groups face difficulties in understanding light propagation time, as they grow older, they make statistically significant progress in constructing the conception of light propagation time. These findings allow to seek out educational perspectives on the understanding of the conception of light propagation time in organised scholastic environments.},
	keywords = {cross-sectional research, light propagation time, science education, students{\textquoteright} representations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.276},
	url = {http://oaji.net/articles/2019/987-1554359871.pdf},
	author = {Konstantinos  Ravanis}
}
@article {760,
	title = {MENTORING ON SCIENCE TEACHER EDUCATION IN RUSSIA AND INTERNATIONAL PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {320-322},
	abstract = {Nowadays, mentoring as an educational form of Russia{\textquoteright}s occupational activity is undergoing fundamental changes due to the variety of interrelated factors affecting the mentoring system. The requirements for the mentoring system itself are affected by these changes as well. Nature of the mentoring activity influences socio-economic, political, socio-cultural, pedagogical, methodical and individual factors. 
The main mechanism for the implementation of the proposed principles of mentoring is an integrative approach, involving the integration and interaction of 1) two processes {\textendash} the process of occupational development of teachers and their readiness to implement mentoring activities; 2) two types of activities {\textendash} occupational and mentoring; 3) all entities of the educational institution in the process of mentoring.},
	keywords = {mentoring activities, science education, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.320},
	url = {http://oaji.net/articles/2019/987-1559371904.pdf},
	author = {Muhammet Usak and Alfiya R. Masalimova}
}
@article {767,
	title = {A MODEL OF INTEREST IN STEM CAREERS AMONG SECONDARY SCHOOL STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {404-416},
	abstract = {Studies have shown that various factors (the role of formal education, informal education, and community) contribute to the lack of participation in STEM and STEM careers. This research aimed to understand the multi pathways of factors contributing to the interest in STEM careers (STEM careers in physical sciences and STEM careers in life sciences). This research was a survey research which administered a questionnaire randomly to 1485 secondary school students (14 years of age). Data analysis was based on the Structural Equation Modeling (SEM) approach using Analysis of Moment Structures (AMOS) to test the hypothesized model. A model containing five constructs, namely environmental factors (learning experiences, media, social influences), self-efficacy in science, technology, engineering and mathematics respectively, perceptions of STEM careers and interest in physical sciences and life sciences STEM careers was proposed in this research. The results show that students{\textquoteright} interest in life sciences based careers is influence by their self-efficacy and perceptions of the career. Meanwhile, students{\textquoteright} interest in physical sciences based careers is influence only by their self-efficacy and not influence by their perceptions of the career. The need to improve students{\textquoteright} self-efficacy through STEM learning experiences is imperative to ensure continued interest in STEM careers.},
	keywords = {environmental factors, life sciences STEM careers, perceptions of STEM careers, physical sciences STEM careers, self-efficacy, Social Cognitive Career Theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.404 },
	url = {http://oaji.net/articles/2019/987-1559372400.pdf},
	author = {Lilia Ellany Mohtar and Lilia Halim and Norshariani Abd Rahman and Siti Mistima Maat and Zanaton H. Iksan and Kamisah Osman}
}
@article {769,
	title = {MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {435-449},
	abstract = {Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching.
In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. 
},
	keywords = {industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.435 },
	url = {http://oaji.net/articles/2019/987-1559372546.pdf},
	author = {Mitja Slavinec and Boris Aber{\v s}ek and Dino Ga{\v c}evi{\'c} and Andrej Flogie}
}
@article {584,
	title = {MENTAL REPRESENTATIONS OF PRESCHOOL CHILDREN ABOUT DIFFERENT ANIMALS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {500-509},
	abstract = {Adequate mental representations of animals are important for children{\textquoteright}s personal development, because they result in their appropriate treatment of such animals, which would not, for example, compromise either animals{\textquoteright} or children{\textquoteright}s safety. By using a convenient sample of 101 six- to seven-year old children, this research examined these representations regarding animals{\textquoteright} names, feeding habits, body coverings, and dangerousness. The representations were assessed using a questionnaire referring to 18 animals, and the research focused on the frequency of correct responses and gender differences in these responses for each animal. It was found that whereas the naming of animals was very successful, the mental representations of animals{\textquoteright} feeding habits and body coverings were less mature, including some misconceptions not found in previous studies. In addition, the participants{\textquoteright} explanations about why animals are dangerous or harmless revealed that their mental representations about different animals were correct to a moderate degree. Finally, gender differences in the mental representations were almost missing. Some implications for school or kindergarten work with children are given (e.g., reducing misconceptions about and fear of some animals). },
	keywords = {didactically modeled activities, mental representations of animals, preschool children, preschool education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.500},
	url = {http://oaji.net/articles/2017/987-1503904873.pdf},
	author = {Gordana Miscevic Kadijevic}
}
@article {541,
	title = {MODELLING IN SCIENCE AND EDUCATION: THE WAY TO GET THE BETTER RESULTS IN REAL THROUGH THE USE OF AN IDEALIZED UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {February/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {The initial period of Science was almost completely empirical. Both Science itself and Science Education were based on the experiment. Then Science gained the new paradigm which was rather formal by nature and fundamental in methodological meaning. Still the tool for interconversion between the empiric and theoretical moieties seems to be the core point of the consideration and can be associated with the problem of modeling, which is one of the most important in modern Science. Earlier we postulated (Lakhvich, Kostareva, Lehankova, 2009; Lakhvich, 2010) that adequate modelling and visualization in particular is to be the core element for the modern Educational model and paradigm for Science. A great number of publications, devoting to the problem, confirm dramatically its relevance. Still the discussion in many aspects manifested the initial stage of the recognition, models mostly being discussed in terms of object recognition and computational modeling. We consider the category of modelling is more comprehensive and can be discussed in various aspects, some of them are all-pervading philosophy principle (Harnad, 1987), psychological tool for cognition (Lakhvich, Kostareva, Lehankova, 2009) and finally the model having for Science its own complex structure.},
	keywords = {computational modelling, educational model, science education, theoretical investigation, ways of reasoning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.04},
	url = {http://oaji.net/articles/2017/987-1493049329.pdf},
	author = {Todar Lakhvich}
}
@article {592,
	title = {MODELLING THE EFFECTS OF SELECTED AFFECTIVE FACTORS ON LEARNING STRATEGIES AND CLASSROOM ACTIVITIES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {599-611},
	abstract = {It is well known affective, cognitive and psychomotor factors have positive effects on science learning process. All these factors have interaction between themselves. So it is important to research what is the size and direction of these interactions. The aim of this research is to analyze the effects of value, attitude and self-efficacy on active learning strategies and classroom activities using Structural Equation Model. The research was conducted by the analysis of students{\textquoteright} answers to questionnaires data using Structural Equation Modelling. Initially KMO and Bartlett{\textquoteright}s tests were done to test appropriateness of scale to factor analysis. Then theoretical structural model was tested using LISREL.  At the end of the SEM test, it was found that there are positive effects of selected affective factors on learning strategies and classroom activities. },
	keywords = {attitude towards science, classroom activities, learning strategies, science learning value, self-efficacy, structural equation model (SEM)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.599    },
	url = {http://oaji.net/articles/2017/987-1503905406.pdf},
	author = {Mustafa Akilli and Murat Gen{\c c}}
}
@article {593,
	title = {MUCH MORE THAN OLD WINE IN NEW SKINS: STUDENTS{\textquoteright} AND ADULTS{\textquoteright} KNOWLEDGE ON GRAPEVINE AND VINEYARDS AS A STARTING POINT FOR NEW TOPICS IN SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {612-624},
	abstract = {Young people continually lose contact to their natural surroundings and agriculture. As school is one of young people{\textquoteright}s main source of knowledge it should bring students and nature back together, by using agricultural examples. This research examines German students{\textquoteright} and adults{\textquoteright} knowledge on plant biological basics and viticulture choosing grapevine as an agricultural example of plants. It was undertaken as a paper-and-pencil test with participants of different ages and from different educational backgrounds. The results reveal the weaknesses of participants{\textquoteright} knowledge concerning botanical as well as viticultural aspects. Additionally, the results show a positive correlation between their age and their knowledge on viticulture. Thus, it shows the chance given by developing new teaching material meeting curriculum requirements, modern didactical approaches and the attempt of reconnecting young people with their agricultural surroundings. By using the example of grapevine a local and culturally important agricultural plant is chosen as a representative of different phenomena of botany as well as steps of food processing.},
	keywords = {biology curriculum, botany and viticulture, knowledge on grapevine, science education, sustainability education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.612},
	url = {http://oaji.net/articles/2017/987-1503905462.pdf},
	author = {Astrid von Albedyll and Lisa Vogt and Daniel Dreesmann}
}
@article {482,
	title = {META-ANALYSIS ON THE EFFECTIVENESS OF INVENTION EDUCATION IN SOUTH KOREA: CREATIVITY, ATTITUDE, AND TENDENCY FOR PROBLEM SOLVING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {48{\textendash}57},
	abstract = {This study aims to synthesize the research findings on the effects of K-12 invention education regarding creativity, attitudes toward invention, attitudes toward science, and tendency for technological problem solving in South Korea. Meta-analyses were conducted by calculating the effect size of 37 studies, including theses and journal papers associated with the implementation of invention education, published in South Korea. The overall effect size was medium (0.694), and invention education was found to have an effect on education. The effect sizes determined by the dependent variables and the categorical variables indicated that invention education had a positive impact. In other words, invention programs have helped improve K-12 students{\textquoteright} creativity, attitudes toward science, and tendency for technological problem solving. However, the number of program sessions and participants in invention programs did not have an impact on the benefits of invention education. Considering the effects of invention education on the students{\textquoteright} perspectives, this study could be helpful to both K-12 educational researchers and practitioners in the fields of science and technology education. Further studies are needed to develop the concrete instructional strategies of invention education for K-12 science and technology classrooms.},
	keywords = {invention education, meta-analysis, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.48},
	url = {http://oaji.net/articles/2016/987-1481286024.pdf},
	author = {Hyuksoo Kwon and Eunsang Lee and Dongkuk Lee}
}
@article {282,
	title = {MODEL FOR GUIDING REFLECTION IN THE CONTEXT OF INQUIRY-BASED SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {107-118 },
	abstract = {Only a limited number of studies have focused on guiding students{\textquoteright} reflection in the context of inquiry learning in science education. In this study, a review of literature about reflection, reflection skills, and reflection levels was conducted in order to develop a new model for guided reflection in the context of science education using the advantages of technology-enhanced learning. The outcomes of the literature review suggest that in the context of science education reflection should be seen as a metacognitive activity that supports the integration of theory and one{\textquoteright}s own experiences to learn from experience. It contains active reviewing and conceptualization of regulative and inquiry activities. The main activities of reflection in this context are describing, justifying, evaluating, and discussing. According to the theoretical model, describing can be guided by writing a diary or narrative, justifying by explanation guidance, or evaluating and discussing by role play. Guiding questions can be applied in supporting all activities of reflection.},
	keywords = {guidance of reflection, inquiry learning, instructional models, science education, technology-enhanced learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.107},
	url = {http://oaji.net/articles/2015/987-1425757877.pdf},
	author = {Maria Isabel Runnel and Margus Pedaste and {\"A}li Leijen}
}
@article {303,
	title = {A MULTIDIMENSIONAL MODEL FOR THE EXPLORATION OF NEGATIVE EFFECTS OF SOCIAL NETWORKING WEBSITES AS PERCEIVED BY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {378-388 },
	abstract = {The rapid expansion of social networking websites is raising several issues regarding the influence on the individual and social behavior of users. It is without doubt, that social networking websites are a phenomenon of a contemporary society, which has to be explored in various aspects. It is only because SNW are becoming more and more important for the whole society, especially for the youth, after all, they undoubtedly change the world. Their penetration is observed in various society life spheres. Education is not an exception. It can be stated, that SNW change educational processes. However, the main question is: how change? Can they harm, or maybe on the contrary {\textendash} help in terms of education. Having carried out empiric research, a hierarchical and multidimensional measurement model was developed to explore the negative effects of these websites. The model has been tested on one sample and cross validated on another sample. It has been stated, that SNW negative effects is a multidimensional construct, having several facets that describe distinct aspects.},
	keywords = {measurement models, science education, social networking websites, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.378},
	url = {http://oaji.net/articles/2015/987-1425808627.pdf},
	author = {Alexandru Balog and Costin Pribeanu and Vincentas Lamanauskas and Violeta {\v S}lekiene}
}
@article {239,
	title = {MAKING CONCEPT MAPS USEFUL FOR PHYSICS TEACHER EDUCATION: ANALYSIS OF EPISTEMIC CONTENT OF LINKS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {29-42 },
	abstract = {In physics teacher education the use of graphical knowledge representation tools like concept maps are abundantly used because they are known to support the formation of organised knowledge. It is widely assumed that certain structural characteristics of concept maps can be connected to the usefulness of content. In order to study this relationship, the concept maps made by pre-service physics teachers are examined here. The design principles of the concept maps are based on quantitative experiments and modelling as the basic procedures in physics concept formation. The epistemic plausibility of justifications written in links is evaluated by using a four-level classification introduced here. The results show that the epistemic analysis of links affects remarkably to the acceptability of knowledge. The advantages of such concept mapping technique in supporting the conceptual understanding in physics teacher education are discussed as well as their usefulness in making plans for teaching.},
	keywords = {concept maps, epistemic content, physics teacher education, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.29},
	url = {http://oaji.net/articles/2014/987-1419166729.pdf},
	author = {Maija Nousiainen}
}
@article {251,
	title = {MALAYSIAN SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE AND ATTITUDES TOWARDS BIOTECHNOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {153-163 },
	abstract = {The purpose of this research is to investigate secondary students{\textquoteright} knowledge and attitude towards biotechnology and its application. A questionnaire was administered to 214 (16 years old) students who are either taking Biology or General Science. The questionnaire contained 15 items measuring students{\textquoteright} knowledge and also 28 items measuring students{\textquoteright} attitude towards biotechnology. The students{\textquoteright} level of knowledge is high but limited only to medical issues. Students showed positive attitude towards biotechnology applications that are related to medical and economic purposes. However, students are unaware of ethical issues related to biotechnology applications. The t-test showed that there was no significant difference of students{\textquoteright} knowledge of biotechnology in terms of gender. However, there was a significant difference in terms of students{\textquoteright} attitude towards biotechnology between Biology and General Science students. These findings serve as initial input of Malaysian secondary students{\textquoteright} knowledge and attitudes towards biotechnology and its application.},
	keywords = {Attitude, biotechnology, knowledge, secondary school, survey},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.153},
	url = {http://oaji.net/articles/2014/987-1419167606.pdf},
	author = {Tamby Subahan Mohd Meerah and Mohd Fairuz Ahmad Harail and Lilia Halim}
}
@article {236,
	title = {THE MEANING OF AND NEED FOR {\textquotedblleft}INQUIRY BASED SCIENCE EDUCATION (IBSE){\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Editorial},
	chapter = {4-6 },
	abstract = {It is clear from many studies that European students{\textquoteright} interest in science, mathematics and technology has been declining while their grade levels have increased. Another alarming issue for Europe is recruitment of students for science and technology related careers. According to the ROSE Project results, extremely few girls wish to become scientists, and even for boys the percentage is low. And in Europe, around 50\% of boys gave a positive response to the question: {\textquotedblleft}I would like to get a job in technology{\textquotedblright}, but very few girls indicated that they would like to pursue such a career option (Sjoberg and Schreiner, 2010). These kinds of results from project reports highlight the urgent need for more effective action on the teaching and learning of science in schools. 
According to a report published by the European Commission, the science education community mostly agrees that pedagogical practices based on inquiry-based methods are more effective for the teaching and learning of science. However, the reality of classroom practice is that in the majority of European countries, these methods are only being implemented by relatively few teachers (Rocard et al, 2007). The report continues to explain the advantages of inquiry based science education (IBSE) and the recommendations clearly promote the use of IBSE for the teaching and learning of science in Europe.},
	keywords = {inquiry-based methods, science education, scientific thinking skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.04},
	url = {http://oaji.net/articles/2014/987-1419166507.pdf},
	author = {Bulent Cavas}
}
@article {271,
	title = {MOTIVATIONAL ORIENTATIONS IN PHYSICS LEARNING: A SELF-DETERMINATION THEORY APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {379-392 },
	abstract = {The first objective of the present study was to test the factorial validity of the inventory designed to measure students{\textquoteright} motivation to study physics in school. Based on self-determination theory (SDT), it was hypothesised that the four factors of External Regulation, Introjected Regulation, Identified Regulation and Intrinsic Motivation account for the covariances among the items of the inventory. It was also expected that gender moderates the factorial validity of the inventory. A sample of 3626 Finnish comprehensive school students was used. A multilevel confirmatory factor analysis (MLCFA) was used to investigate the fit of the hypothesised four-factor model. The second objective of the present study was to investigate different educational correlates of the four motivation factors. Girls had a statistically higher mean score than did boys for all four factors. Otherwise only minor gender differences were found. Implications for physics teaching are discussed.},
	keywords = {motivational orientations, multilevel confirmatory factor analysis, science learning, self-determination theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.379},
	url = {http://oaji.net/articles/2014/987-1419169253.pdf},
	author = {Reijo Byman and Jari Lavonen and Kalle Juuti and Veijo Meisalo}
}
@article {186,
	title = {MENTAL REPRESENTATIONS OF NINTH GRADE STUDENTS: THE CASE OF THE PROPERTIES OF THE MAGNETIC FIELD},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {50-60 },
	abstract = {The study of students{\textquoteright} mental representations of Natural Sciences concepts and phenomena constitutes a central part of Science Education research, as they play a decisive role in teaching. In the study presented here, we investigate 157 ninth grade students{\textquoteright} mental representations of the magnetic field, after they were taught about it in school. The empirical data was gathered through an interview using 4 tasks which involved the evaluation of actual or hypothetical situations. The research data included mental representations that cause difficulty in the comprehension of the properties of the magnetic field.
The results of all four tasks show that the students face considerable difficulty in evaluating actual or hypothetical experimental situations involving the application of the properties of the magnetic field. It is indicative that, with the exception of the task concerning the exertion of magnetic forces in air to which approximately 4 out of 10 students responded adequately, in the remainder of the tasks only about 1 out of 10 students are able to fully process the situations presented, to express reasoning and formulate hypotheses based on declarative school knowledge. Of course, this is not solely due to the inadequate comprehension of magnetic properties (as in Task 4, concerning the permanent magnetisation of certain substances), as well as the inability to correlate characteristics caused by the magnetic field and the rest of the characteristics of the experimental situation. For example, as we saw in Task 3, the exertion of interactive forces on the magnetic field is closely linked to the question of interactive forces within a field, which is a problem we generally come across (Solomonidou \& Kolokotronis, 2001). We could, therefore, address the question of organising the appropriate teaching activities in order to make the properties of the magnetic field better understood, as well as the question of reorganising sections of the curriculum in order for the study of magnetic properties to become systematically linked to questions of the general properties and the nature of fields. Especially, the discussion about tasks 2 and 3 indicates that any teaching intervention about magnetic field is fruitful to be designed in connection students{\textquoteright} mental representations about Newtonian model. 
Moreover, it appears that a discussion concerning a satisfactory comprehension of the magnetic field has to encompass not only the specific properties of the magnetic field, but also the special applications of these properties in various experimental situations. This will make it possible for students to elaborate magnetic properties in a functional way and to alternate back and forth between the model and reality, finally arriving at the construction of the model of the magnetic field. This sequence of steps is very important since, as the results of our study have shown, students who merely followed conventional lessons on the magnetic field and had already completed the first round of a qualitative approach to magnetic and electromagnetic phenomena have considerable difficulty in using the fundamental properties of the magnetic field.},
	keywords = {properties of the magnetic field, students{\textquoteright} mental representations},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741157.pdf},
	author = {Konstantinos  Ravanis and Panagiotis Pantidos and Evangelos Vitoratos}
}
@article {174,
	title = {THE MATHEMATICAL AND LOGICAL APPROACHES TO R\&D WORK OF COMPILING CURRICULA FOR CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {120-129 },
	abstract = {The aim of this study was to show how combine qualitative and quantitative approaches in the framework of R\&D activities for compiling balanced curricula for chemistry education. The mathematical model based on graph theory was built up. This model allowed us to calculate two kinds of parameters to characterize the structure and composition of a given teaching material:
- parameters characterizing every single structural element of the teaching material in the selected content;
- parameters describing the teaching material as a whole. 
Two important educational concepts of selection and structuring of teaching material was derived from mathematical model represented by directed graph {\textendash} continuity and compactness. As an example of using mathematical and logical approaches for compiling curricula of chemistry education these theoretical concepts were applied to organic chemistry courses for basic and high schools. Results showed that the mergering of curriculum design with chemical epistemology, personal and social relevance of teaching material and mathematical and logical models creates a new forum where constraints to educational reforms can be reviewed and resolved.},
	keywords = {curriculum design and structuring, organic chemistry, relevance, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739889.pdf},
	author = {Aarne Toldsepp}
}
@article {121,
	title = {MODERN SCIENCE EDUCATION AS INVESTMENT TO THE FUTURE (DEAR READERS AND WRITERS)},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Editorial},
	chapter = {4},
	abstract = {Dear Readers and Writers!

Recent international and regional scientific research carried out at different level point to mean learners{\textquoteright} involvement into natural sciences. Such tendency is strongly marked in the developed countries. A number of negative tendencies have been disclosed by international ROSE research /http://www.ils.uio.no/english/rose/ the results of which are carefully analyzed in the majority of countries worldwide. Natural science education is playing a crucial role in both developed and developing countries. Quality-based natural science education is necessary for every human living in a modern world. As it was mentioned above, different investigations show that natural sciences have lost their previous attractiveness in the developed countries. On the contrary, the young generation of the developing countries most frequently has a positive interest in natural sciences. Professor A.Broks affirms that presently, the majority of people have failed to take a clear position on the events taking place in our lives, and therefore education is often accepted through chaos as well as through dangerous and old-fashioned ideas promoted by the West. On the other hand, in most of the cases, natural science education in school is not popular, inexactly correspond to the curricula and have no relevance to the learners{\textquoteright} needs. The introduced situation is determined by several common and uncommon factors. The process of natural science education in comprehensive school is one of those not adequate for the present day and achievements in sciences. Such inadequacy first of all has relation with competence of teachers of natural sciences. Insufficient competence is frequently determined by the inappropriate process of studies in universities training would-be teachers of natural sciences. To some purpose, in a number of countries, careful attention is paid to adopt new approaches for training teachers of natural sciences, for example the international project IQST (Improving Quality of Science Teacher Training in European Cooperation) / http://www.iqst.upol.cz/. Although the above introduced project is not large enough, however it is expected that its results will have powerful impact on improving the system of teacher training in universities. The need of the project can be clearly reflected by the remark that in the entire participating countries one can observe lack of science teachers, mainly of physics and chemistry teachers, as well as lack of students in this teacher training. There is not doubt that science teaching has a crucial role to play in shaping the future development of the EU. 
A valid point is that JBSE has found the reader. The editorial board receives interesting manuscripts, suggestions, responses and positive evaluations. The staff of the magazine is grateful to everyone for improving the image of the journal. In behalf of the editorial board I would like to thank all the members of the board as well as the reviewers of the articles for thorough and superficial examination of every paper presented. It{\textquoteright}s valuable and immediate help necessary for the magazine to be available for the reader. Ten editions have already been published. We expect that any of the issues included interesting and valuable topics relevant to everyone engaged in improvement of natural science education at all levels of the education system. The readers and authors should accept the fact that due to the increase of the journal{\textquoteright}s ratings, from now on, the magazine will be published three times a year. Moreover, considering the standards defined by the international community, the numeration of the periodical has been changed. 
The editorial board is looking forward to collecting articles that discuss various issues. Public natural science education (sophistication) is a burning question. Apparently natural science education is crucial for training the present young generation. In this case, there is no difference whether a young person will be engaged in natural sciences in the future. The increase of the interest of those not involved in sciences or having a previously formed negative attitude towards the subjects is a more complicated problem to be solved. This is concern and obligation of the whole scientific pedagogical society working in the field of natural science education. 
With kind regards!},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286522.pdf},
	author = {Vincentas Lamanauskas}
}
@article {113,
	title = {MOVING BEYOND TEACHING METHODS IN SCHOOL SCIENCE - EPISTEMOLOGICAL AND SOCIOCULTURAL VIEWPOINTS},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {20-39},
	abstract = {The question of how to implement teaching methods in school science finally emerges, when new science curricula are introduced and taken in use. Fundamentally new orientations in curricula might however, be in conflict with the situation which is predominant at schools with more traditional views of school science. We start our article by exemplifying the Finnish situation in relation to the science curriculum renovation, taking into consideration tensions at a more general level. Our aim is to bring into discussion both epistemological questions and communicational aspects of science teaching and learning. We conclude that moving beyond the traditional focus on facts and the laws of science; we could teach students to use the knowledge and expertise of others, raising questions, living with uncertainty, articulating ideas in public forums, using evidence, reaching consensus, and making group decisions.},
	keywords = {lower and upper secondary school, science education, teaching methods},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404234702.pdf},
	author = {Kari Sormunen and Heikki Saari}
}
