@article {1347,
	title = {PARENTS{\textquoteright} VIEWS ON THE USE OF AI-BASED CHATBOTS SUCH AS ChatGPT IN HIGH SCHOOL (STEM) EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-8},
	abstract = {As digital technology becomes increasingly available in education, educational researchers around the globe increasingly have to confront how it may affect school students{\textquoteright} academic success. To summarize, the survey I conducted revealed that parents generally hold a positive view of integrating AI-based chatbots such as ChatGPT into high school STEM education, with most believing it enhances learning and should be part of the STEM curriculum. However, the participants{\textquoteright} views diverged on the broader use of such chatbots in high school education, with mixed stances on their impact and adoption in all high school subjects. Moreover, a correlation analysis revealed links between participants{\textquoteright} views on the use of AI-based chatbots in high school education and their geographical origin, as well as their self-evaluated knowledge about the use of such chatbots. },
	keywords = {AI-based chatbots, digital technology, science education, STEM curriculum},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.04},
	url = {https://oaji.net/articles/2023/987-1709891975.pdf},
	author = {Markus Sebastian Feser}
}
@article {1375,
	title = {THE PREDICTION OF SCIENCE ACHIEVEMENT WITH SCIENCE IDENTITY AND SCIENCE LEARNING SELF-EFFICACY AMONG CHINA{\textquoteright}S UPPER-SECONDARY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {April/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {390-410},
	abstract = {Science identity, encompassing perceptions of competence, interest, and recognition in science, alongside learning self-efficacy reflecting confidence to master science skills, are key drivers of outcomes. However, developmental patterns likely vary across contexts. Participants were 512 Chinese students spanning grades 1-3 who completed the Science Identity Scale and Science Learning Self-Efficacy Scale, with physics, chemistry, and biology achievement scores gathered. A Partial Least Squares Structural Equation Model assessed relationships. Results substantiated psychometrics for motivational measures. The model indirectly predicting achievement via first-order discipline-specific paths explained more variance than direct second-order effects. Effects significantly varied across groups stratified by grade and region. Interest and conceptual knowledge drove physics and chemistry success, while higher-order skills enhanced biology achievement overall. However, relationships differed within subgroups, suggesting personalized motivational support needs{\textemdash}self-belief/competence foundations for struggling learners, conceptual development for those with high prior achievement, and intrinsic enrichment for disinterested students. Results detail complex motivational profiles underlying science achievement requiring tailored identity safety and self-efficacy scaffolding alongside conceptual and skill-building for excellence across scientific disciplines. Motivational support systems may spur more equitable and optimal science outcomes among diverse adolescent learners.},
	keywords = {Science Achievement, science identity, science learning self-efficacy, upper-secondary students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.390 },
	url = {https://oaji.net/articles/2023/987-1713273483.pdf},
	author = {Jian-Bo Zhu and Yu-Zhou Luo}
}
@article {1319,
	title = {PERCEPTIONS OF PRIMARY PRE-SERVICE TEACHERS IN THE UTILIZATION OF PLANT IDENTIFICATION APPS AS EDUCATIONAL TOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {799-812},
	abstract = {Plant identification apps make learning about plants more convenient. This study explored the participants{\textquoteright} perceptions of using three plant identification apps, PlantNet, PictureThis, and LeafSnap, as potential educational tools. Problems experienced, differences in perceptions, and the participants{\textquoteright} most preferred apps were also determined. Through purposive sampling, the study engaged 162 primary pre-service teachers in the Cordillera Administrative Region (CAR), Philippines. Data were collected through a developed questionnaire and analysed quantitatively. The questionnaire was reliable with an identified single component for perception. Participants first explored and used the apps to identify local plants, thereafter, responding through an online questionnaire. Results showed that participants strongly perceived the apps as engaging, helpful in plant identification, easy to browse, providing details, effective as emerging tools, and significant for scientific literacy, except for consistency of results. There were significant differences, but with small effect sizes, indicating negligible differences in the perceptions of male and female participants regarding the apps{\textquoteright} consistency of results and effectiveness. Weak internet connection was the primary issue affecting the apps{\textquoteright} utilization. The pre-service teachers preferred LeafSnap over PictureThis and PlantNet. Conclusively, this study affirmed the potential of the apps for students learning about plants, further supporting their feasibility as emerging educational tools.},
	keywords = {educational tools, LeafSnap, PictureThis, plant identification apps, PlantNet, primary pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.799},
	url = {https://oaji.net/articles/2023/987-1697653496.pdf},
	author = {Peter Paul Canuto}
}
@article {1308,
	title = {PHYSICS TEACHERS{\textquoteright} SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {668-681},
	abstract = {Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers{\textquoteright} self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study{\textquoteright}s results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers{\textquoteright} self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach.},
	keywords = {comprehensive teaching approach, innovative teaching, Latent Profile Analysis, physics teachers, self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.668 },
	url = {https://oaji.net/articles/2023/987-1693508044.pdf},
	author = {Qiang-Wen Lin and Yu-Zhou Luo}
}
@article {1339,
	title = {PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1063-1073},
	abstract = {Enhancing interest in physics learning has been an important component of education policy and policy implementation for decades. However, in many countries, student interest in physics has not increased. The aim of this study was to predict situational interest using individual interest and the instructional activities students engaged in. Also, the suitability of the data collection approach to measure situational interest was assessed. A teaching module about real-world oscillations was implemented to 179 Estonian lower secondary school students. Data about situational interest were collected using the experience sampling method (ESM), which was measured three times during the module. The results indicated that gender, grade, and instructional activities did not predict situational interest. Individual interest was a significant predictor and correlation with situational interest increased with time, contrary to previous findings. The ESM approach used in this study was considered to be effective in disturbing students{\textquoteright} study flow minimally but may have affected the amount of missing data. This study contributes to the research done on student interest in a classroom setting by indicating a more complex relationship between situational and individual interest than previously suggested. },
	keywords = {experience sampling method, instructional activities, lower secondary school physics, physics education, situational interest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1063},
	url = {https://oaji.net/articles/2023/987-1702729135.pdf},
	author = {Rauno Neito and Elisa Vilhunen and Jari Lavonen and Kaido Reivelt}
}
@article {1264,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} E-LEARNING STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {167-181},
	abstract = {E-learning is becoming more popular than conventional teaching methods, particularly in science education. The use of e-learning has increased worldwide, especially after the COVID-19 pandemic. Today, students{\textquoteright} e-learning styles have gained even more importance. The participants of this survey, which aimed to examine e-learning styles for selected variables, consisted of 401 pre-service science teachers from two public universities in Turkey. The personal information form was used to obtain data on gender, university, personal computer ownership status, type of device used to connect to the internet, grade level, number of social network memberships, internet usage purpose, and duration of social media use. Another tool used in face-to-face data collection was the E-Learning Styles Scale (ESS). As a result of the analysis, it was understood that participants{\textquoteright} e-learning style scores were generally on the positive side. In terms of gender, grade level, and duration of social media use variables, there were statistically significant differences in the ESS and some of its sub-dimensions, while differences were found in only some sub-dimensions for the university variables, internet usage purpose, and number of social network memberships. Several suggestions were made in conjunction with the results of the descriptive and inferential analyses.},
	keywords = {descriptive research, e-learning styles, pre-service science teachers, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.167 },
	url = {https://oaji.net/articles/2023/987-1676961398.pdf},
	author = {Dilara Ucar and Serkan Yilmaz}
}
@article {1245,
	title = {PERIODIC TABLE REPRESENTATIONS IN TURKISH UPPER-SECONDARY SCHOOL CHEMISTRY TEXTBOOKS AND THE CHEMISTRY TEACHERS{\textquoteright} OPINIONS ON THEM},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {1126-1142},
	abstract = {Periodic table is an important tool of chemistry for understanding the structure, function, and properties of the elements. Periodic table representations given in upper-secondary school chemistry textbooks are critical as they introduce chemical concepts. This study aimed to explore the features of periodic table representations given in Turkish upper-secondary school chemistry textbooks and the opinions of chemistry teachers who were using these textbooks in their classes. This qualitative study was composed of two stages. In the first stage, seven different upper-secondary school chemistry textbooks commonly used in Turkey were selected and analyzed by content analysis based on five criteria; type, content, portrayal, periodic trends, and color, emerged from the data. In the second stage, interviews were conducted by seven chemistry teachers who were actively using these textbooks in their classes. The results showed that generally teachers liked the basic, color-coded, recent, accurate periodic table representations to introduce the concepts. While teaching, they mostly preferred to show a complete periodic table first, and then the segmented ones. For the periodic trends, they agreed to include numerical values on the periodic table for letting students make sense of these values instead of having arrows that may cause memorization. },
	keywords = {chemistry education, periodic table representations, periodic trend, Turkish chemistry textbooks},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.1126 },
	url = {https://oaji.net/articles/2022/987-1672585179.pdf},
	author = {Sevil Akaygun and Ebrunur Arkun}
}
@article {1198,
	title = {A PERSONAL REFLECTION ON COVID-19 ONLINE TEACHING, LEARNING, AND ASSESSMENT WITH SUGGESTIONS FOR RESEARCH},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {536-544},
	abstract = {COVID-19 had a severe impact on teaching and learning in schools and tertiary education institutions. Human Rights Watch (Impact of Covid-19 on Children{\textquoteright}s Education in Africa, 2022) posits that due to the closure of many schools in African countries, a significant majority of learners were excluded from continuing their education as learning and teaching halted. The pandemic has also had its effect on the higher education sector within the South African context, however, data about non-attendance and drop-out seems not to be freely available as revealed by searching online. Nonetheless, it is reasonable to assume that there were drop-outs and non-attendance by students, however, not to the same extent as within schools as universities embarked on contingency plans to minimize dropouts. Nelson Mandela University in Gqeberha South Africa where the author of this editorial resides, implemented contingency plans within weeks of the COVID pandemic outbreak to offer students ICT devices on loan, e.g. by debiting it against their student accounts while Wi-Fi data access was secured through collaboration with internet providers. It appears that the university sector was able to be more proactive than schools, which can probably be attributed to the fact that the majority of universities have their own ICT infrastructures. In addition, many modules incorporated the use of ICT in various ways, including the use of learning management systems such as Moodle or similar. This resulted in many universities being better prepared to embrace the opportunity to extend online teaching, learning, and assessment in various forms during the COVID-19 pandemic. },
	keywords = {Covid-19 pandemic, learning management systems, online learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.536},
	url = {https://oaji.net/articles/2022/987-1662186470.pdf},
	author = {Andr{\'e} Du Plessis}
}
@article {1164,
	title = {PREDICTING KEY FACTORS AFFECTING SECONDARY SCHOOL STUDENTS{\textquoteright} COMPUTATIONAL THINKING SKILLS UNDER THE SMART CLASSROOM ENVIRONMENT: EVIDENCE FROM THE SCIENCE COURSE},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {156-170},
	abstract = {The main purpose of this research was to explore the key factors influencing secondary school students{\textquoteright} computational thinking skills within the smart classroom environment. Data were collected from 420 students in 4 secondary schools in B city, China. The optimal fitting results of the structural equation model showed that internet attitudes, internet self-efficacy, and internet use are the key factors directly related to students{\textquoteright} computational thinking skills. Furthermore, there are indirect effects between students{\textquoteright} attitudes towards the internet and computational thinking skills through internet self-efficacy and internet use as mediators. These internet-related characteristics were confirmed to be significantly associated and simultaneously affected their computational thinking skills. After reviewing and reflecting on the research conclusions, this study proposed several measures to improve secondary school students{\textquoteright} computational thinking skills while taking into account the complicated interplay of internet psychology and behavior characteristics. },
	keywords = {computational thinking skills, Internet attitude, Internet self-efficacy, Internet use, secondary school students, smart classroom},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.156},
	url = {https://oaji.net/articles/2022/987-1647118150.pdf},
	author = {Danxia Xing and Chun Lu}
}
@article {1203,
	title = {PREDICTION OF THE CORRELATION BETWEEN PROBLEM-SOLVING SKILLS AND CONCEPTUAL REASONING IN STOICHIOMETRY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {615-637},
	abstract = {Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between problem-solving skills and conceptual reasoning in stoichiometry and if so, whether one can significantly predict the other. The theoretical framework is the cognitive load theory (CLT). This theory expects teachers to know where to focus their teaching and how to assess their learners{\textquoteright} work to avoid unnecessary overloading of the working memory, which might affect their performance. The explanatory sequential mixed-method research design was employed with 410 grade 11 Physical Science learners in their intact classes. The participants wrote the learner achievement test (LAT) and responded to a semi-structured interview. The learners{\textquoteright} test scores were then used to run a statistical test. The Pearson correlation and regression showed that the justifications given by learners for choosing correct or incorrect multiple-choice options were not due to chance, and the results of the learner interviews supported the learners{\textquoteright} performance in the test. Moreover, the findings indicated that there was a positive correlation between problem-solving skills and conceptual reasoning where statistically, conceptual reasoning predicted learners{\textquoteright} problem-solving skills using regression analysis. },
	keywords = {cognitive load theory, conceptual reasoning, explanatory sequential research design, problem-solving skills, stoichiometry},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.615},
	url = {https://oaji.net/articles/2022/987-1662186893.pdf},
	author = {Love Kotoka and Jeanne Kriek}
}
@article {1155,
	title = {THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {7-25},
	abstract = {Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. },
	keywords = {effective mentoring, mentor teachers, pre-school education, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.07},
	url = {https://oaji.net/articles/2022/987-1647117435.pdf},
	author = {Durmu{\c s} Burak and Ahmet Simsar}
}
@article {1158,
	title = {PRE-SERVICE CHEMISTRY TEACHERS{\textquoteright} PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {52-68},
	abstract = {Ability to adequately analyze educational situations is essential not only for (pre-service) teachers{\textquoteright} occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers{\textquoteright} (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that pre-service teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher{\textquoteright}s activity {\textendash} all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson{\textquoteright}s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena{\textquoteright}s point of view, as well as students{\textquoteright} self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.},
	keywords = {ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.52},
	url = {https://oaji.net/articles/2022/987-1647117698.pdf},
	author = {Linda Honskusov{\'a} and Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {1169,
	title = {PRE-SERVICE SCIENCE AND COMPUTER TEACHERS{\textquoteright} VIEWS ON TEACHING PRACTICE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {179-191},
	abstract = {The Teaching Practice course taught in Education Faculties gives pre-service teachers real experience before starting the profession. This study aims to examine the teaching practice courses in the undergraduate programs of education faculties by the views of pre-service science and computer teachers. 50 4th grade students, 25 from the science education department and 25 from the computer and instructional technology education department, participated in the study. Within the scope of the study, the data were collected through online interviews of approximately 30 minutes with the participants, and content analysis was made. According to the findings, pre-service teachers believe that teaching practice courses are insufficient to ensure active participation in lessons in terms of learning gains and content and that they lack a flexible structure that allows them to participate in classes at various grade levels. They also stated that the teaching practice course includes result-oriented measurement and evaluation activities. However, they underlined that the semesters and credits allocated to undergraduate teaching practice courses are insufficient. Furthermore, throughout the process, pre-service teachers reported some communication and coordination issues in the teaching practice course. They suggested that every university with an education faculty should open practice schools that include all levels of compulsory education to overcome the challenges encountered during the process. },
	keywords = {computer teaching, pre-service teachers, science teaching, teaching practice course},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.179},
	url = {https://oaji.net/articles/2022/987-1652122087.pdf},
	author = {Ayhan Bulut and Abdullatif Kaban and {\"O}mer Bilen}
}
@article {1176,
	title = {PRIMARY PRE-SERVICE TEACHERS{\textquoteright} METAPHORICAL PERCEPTIONS OF THE CONCEPT OF ENVIRONMENTAL POLLUTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {April/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {275-287},
	abstract = {Metaphors are expressions that are frequently used in people{\textquoteright}s minds to explain concepts with other unrelated concepts and have a personal emphasis on learning. The purpose of this study is to determine and interpret the metaphorical perceptions of primary school pre-service teachers towards environmental pollution. The "phenomenology" research design was used in this study. The study group of this research consists of a total of 372 primary pre-service teachers. Data were collected using semi-structured forms to determine the metaphorical perceptions of primary school pre-service teachers. The pre-service teachers were asked to complete the sentence, "Environmental pollution is like... because....". At the conclusion of multiple comparisons, by the relation degree between environmental pollution and its metaphors, it was determined that significant difference was in favour of the 2nd year between the 2nd and 4th years and in favour of the 3rd year between the 3rd and 4th years. As a result of the research, it was discovered that the majority of the metaphors produced by the pre-service teachers were in the "human" and "harmful/dangerous/uncomfortable situations" categories. Furthermore, the study discovered that as the year level increased, the number of related metaphors about environmental pollution decreased. },
	keywords = {environmental pollution, metaphorical perceptions, primary pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.275},
	url = {https://oaji.net/articles/2022/987-1652122730.pdf},
	author = {Eser {\"U}ltay}
}
@article {1190,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} DIFFICULTIES IN WRITING ARGUMENTS: IDENTIFYING CHALLENGES AND OPPORTUNITIES FOR SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {445-461},
	abstract = {In science education, the improvement in students{\textquoteright} ability to construct arguments at the primary school level has been reported. Although these studies have identified difficulties in arguments written by primary school students, they do not indicate areas that require improvement in teaching methods. This study aims to explore the possibility of improvement in early primary school students{\textquoteright} ability to construct arguments and identify the types of difficulties encountered. Sixty-seven Japanese third-grade students (9{\textendash}10 years old) were taught to write arguments as specified by Zembal-Saul et al. (2012). The students were given two writing tasks before and after the lesson. To examine the students{\textquoteright} written arguments, each component of claim, evidence, and reasoning was scored based on a rubric. On comparing the scores of the pre-test and post-test writing tasks, it was found that 27 out of 67 students still had difficulty writing arguments during the post-test. An analysis of the students{\textquoteright} writing revealed four types of difficulties: {\textquoteleft}Incompleteness of components{\textquoteright}, {\textquoteleft}Inappropriateness of components{\textquoteright}, {\textquoteleft}Confusion between evidence and reasoning{\textquoteright}, and {\textquoteleft}Confusion between claim and evidence{\textquoteright}. This study offers insights pertaining to teaching implications and research recommendations. },
	keywords = {difficulties in writing arguments, elementary/primary school, explanation construction, small-sample quantitative study},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.445},
	url = {https://oaji.net/articles/2022/987-1656443883.pdf},
	author = {Tomokazu Yamamoto and Shinichi Kamiyama and Tatsuya Tanaka and Etsuji Yamaguchi}
}
@article {1154,
	title = {PRODUCTIVE METAPHOR OF MOLECULAR ORBITALS IN EDUCATION AND ANY VIABLE THEORY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {A lot has been researched on and published about applying analogies in teaching science. The content being complex, often abstract, and difficult for understanding, analogy comes as an effective tool to catch the essence. In brief, using an analogy for explanation of something unfamiliar new, we take something familiar old and establish connections between the two (Sarantopoulous \& Tsaparlis, 2004).},
	keywords = {inadequate statistics, original atomic orbitals, probabilistic conclusions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.04},
	url = {https://oaji.net/articles/2022/987-1647117172.pdf},
	author = {Uladzimir Slabin}
}
@article {969,
	title = {PEDAGOGICAL MODEL FOR DECOLONISING, INDIGENISING AND TRANSFORMING SCIENCE EDUCATION CURRICULA: A CASE OF SOUTH AFRICA},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {93-107},
	abstract = {In Africa, Science education curricula have been instrumental in promoting Western worldviews as being universal. An educational transformation and decolonisation of the school curriculum is required. A focus on an African worldview and an integration of the local context and community-based information is necessary for survival, i.e., Indigenous Knowledge System (IKS). While IKS is enshrined in the schooling curriculum, Educators experience challenges with implementing it, because the pedagogical strategies have not been clearly described. An in-depth qualitative study was conducted with the Indigenous Knowledge (IK) holders of the Zulu cultural group and Senior High School (SHS) Science teachers to explore how IK on environmental sustainability could be taught in South African science classrooms. The research employed an interpretivist, multi-site ethnographic, qualitative approach, and naturalistic research style. In-depth interviews were used to generate data from the purposively selected community persons. The thematically analysed findings were used to develop a culturally specific pedagogical model on how to teach IK in science classrooms: touring cultural places; demystifying indigenous practices and perception; utilizing indigenous pedagogies; teaching wisdom behind indigenous practices etc. The research recommends that future studies be conducted on applying the model in different geographical and cultural schooling contexts. },
	keywords = {context sensitive curricula, pedagogical strategies, South African curriculum, Western worldview},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.93},
	url = {http://oaji.net/articles/2021/987-1611648867.pdf},
	author = {Maxwell Jnr Opoku and Angela James}
}
@article {989,
	title = {PREDICTIVE MODELLING OF PRE-SERVICE SCIENCE AND TECHNOLOGY TEACHERS{\textquoteright} INNOVATIVE BEHAVIOUR},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {171-183},
	abstract = {Science and technology (S\&T) plays a central role in today{\textquoteright}s knowledge- and technology-based society. The transfer of S\&T from the education system to the economy should be promoted by teachers using innovative behaviour as an important aspect of providing high-quality education. Several studies have found that a mismatch exists between the economy and the education sector, and that this can be gradually reduced by innovation in the education system. This research aimed to examine the innovative behaviour of pre-service S\&T teachers. A sample of 140 pre-service teachers from the University of Ljubljana, Slovenia was selected, and a set of instruments was used to measure their innovative behaviour in classrooms during the 2019{\textendash}2020 academic year. A model was created and evaluated using multiple regression analysis. The results showed that self-efficacy and attitudes towards S\&T strongly predict innovative behaviour, while situational interest may vary depending on the cognitive demands of tasks. A proactive personality was found to be a key factor determining innovative behaviour, while self-efficacy has direct and indirect influences on innovative behaviour, with its indirect influence mediated by creativity and situational interest. These findings have implications for the redefinition of educational design to enhance innovation in the classroom. },
	keywords = {innovative behaviour, pre-service teachers, predictive modelling, Science and technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.171},
	url = {http://oaji.net/articles/2021/987-1616865598.pdf},
	author = {Stanislav Avsec and Ferk Savec, V.}
}
@article {970,
	title = {THE PREDICTORS OF NINTH GRADE STUDENTS{\textquoteright} ATTITUDES TOWARDS PLANTS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-118},
	abstract = {As plants are vital to the survival of the planet, developing positive attitude towards them is important for protection of plants, biodiversity, and the environment. The aim of this research was to determine the predictors of ninth grade students{\textquoteright} attitude towards plants. In the study, a descriptive correlational design was used. The data were collected from 773 upper-secondary students selected through stratified-purposive sampling. The {\textquotedblleft}Plant Recognition Test{\textquotedblright} and {\textquotedblleft}Plant Attitude Scale{\textquotedblright} were used as data collection tools. Multiple regression analysis was performed to determine the way different variables predicted attitude towards plants. The results of research indicated that the linear relationship between predictive variables and attitude towards plants explained 14\% of the total variance in attitude towards plants at a significant level. Among the variables, gender, time spent in a garden, involvement in indoor or outdoor cultivation, experience with picking flowers, fruits, and/or vegetables, and plant recognition level had significant contributions to predicting variance in attitude towards plants, and the recognition of plants was determined to be the most important predictor relative to all the other variables.},
	keywords = {descriptive correlational design, plant recognition, secondary education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.108},
	url = {http://oaji.net/articles/2021/987-1611648946.pdf},
	author = {Meryem Selvi and Emel {\c C}elep{\c c}{\i}kay {\.I}slam}
}
@article {999,
	title = {PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS{\textquoteright} PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {316-331},
	abstract = {The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals{\textquoteright} point of view, it is necessary to pay attention to the teachers{\textquoteright} textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers{\textquoteright} perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers{\textquoteright} perception of textbooks, potential limits were identified in implementing innovations in (chemical) education.},
	keywords = {chemistry textbooks, lower-secondary school science education, teachers{\textquoteright} teaching conception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.316},
	url = {http://oaji.net/articles/2021/987-1616866298.pdf},
	author = {Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {1104,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} EXPERIENCES OF HOME-BASED PRACTICAL WORK UNDER EMERGENCY REMOTE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {894-905},
	abstract = {Practical work is ubiquitous in science education, but its enactment is challenging in remote teaching contexts. The situation was exacerbated due to a moratorium on contact classes induced by the COVID-19 pandemic that necessitated strict health protocols. Home-based practical work (HBPW) became a significant option as academic institutions shifted to emergency remote teaching. The question is whether HBPW provides equivalent learning experiences in comparison to laboratory-based practical work (LBPW). This research therefore explored pre-service science teachers{\textquoteright} experiences of HBPW implemented at a particular South African university. Eighty-four preservice science teachers, who engaged in HBPW in a chemistry module, were purposively selected as the participants. The data were generated through individual reflections at the end of the semester. An adaption of the equivalence theory was ideal in analysing and interpreting the results. Results show that HBPW was flexible, empowering, contextualised, and enhanced active learning. New forms of interaction emerged in the absence of physical student-teacher and student-student interactions. Concerns over its ability to develop practical skills are expressed. Recommendations are made with a view to optimising HBPW. },
	keywords = {emergency remote teaching, home-based practical work, laboratory-based practical work, pre-service science teachers, student-teacher interactions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.894},
	url = {http://oaji.net/articles/2021/987-1639222068.pdf},
	author = {Tamirirofa Chirikure}
}
@article {1046,
	title = {PRE-SERVICE TEACHERS{\textquoteright} VIEWS ABOUT ECOSYSTEM-BASED FIELDWORK IN TERMS OF THE NATURE OF ENVIRONMENTAL EDUCATION, INVESTIGATIONS, SKILLS AND PROCESSES},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {622-638},
	abstract = {Today science teachers are expected to understand the nature of environmental education, and be competent in skills, methods, and procedures relevant to a science discipline. The purpose of this research was to explore pre-service science teachers{\textquoteright} views with regard to environmental education, investigation conducted during a freshwater ecosystem studied, skills developed and the associated stepwise scientific process. Data were collected through a five-item questionnaire that included the characteristics of environmental education, types of scientific investigations, science process skills and the scientific process. 94 students that registered for a Bachelor of Education degree participated in this research. The results from statistical analysis of the teachers{\textquoteright} responses showed the importance of lifelong learning, involvement of community in environmental education and development of critical and problem-solving skills. However, most teachers could not provide correct scientific investigation they conducted during the freshwater study. Although there were no correlations between the investigation, science process skills and the associated scientific process, influence of the stepwise scientific process recommended in the science curriculum was evident in the teachers{\textquoteright} linking of form a hypothesis to observation. The findings imply that teachers face potential challenges in understanding of scientific investigations and the scientific process.},
	keywords = {environmental education, fieldwork, pre-service teachers, science process skills, scientific investigations, stepwise scientific process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.622},
	url = {http://oaji.net/articles/2021/987-1629707518.pdf},
	author = {Leonard Molefe and Aubin, J.-B.}
}
@article {1050,
	title = {PRIMARY STUDENTS{\textquoteright} PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {677-690},
	abstract = {Most studies have concentrated in assessing students{\textquoteright} overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students{\textquoteright} gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group.},
	keywords = {expectancy-value, gender differences, grade levels, self-efficacy, STEM attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.677},
	url = {http://oaji.net/articles/2021/987-1629707968.pdf},
	author = {Shao-Na Zhou and Lu-Chang Chen and Shao-Rui Xu and Chu-Ting Lu and Qiu-ye Li and De-An Li}
}
@article {1088,
	title = {THE PRO-ENVIRONMENTAL BEHAVIOR PATTERNS OF COLLEGE STUDENTS ADAPTING TO CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {700-715},
	abstract = {As the impact of climate change is increasingly intense, environmental educators of higher education would like to know the influencing factors for college students to proceed financial strategies, such as flood insurance or energy taxes, to adapt climate change; however, the sustainable environmental education provided by most colleagues still lags far behind the pace of business and government. The research is aimed at eight colleagues in Taiwan and is an undergraduate student taking courses in general environmental education. As diverse courses integrate climate change issues, distributed 1,000 questionnaires were proportionally allocated to each university according to the number of students who had taken the course; a total of 866 questionnaires were recovered. The pro-environmental behavior model be validated, and assess the correlations among risk perception, economic incentives, intrinsic motivation, sacrifice for the environment, place attachment, cheerful emotion, and social norm with partial least squares regression. For college students with high or medium knowledge on climate change, this research demonstrated that if pro-environmental behaviors bring cheerful feeling, they will induce their intrinsic motivation; meanwhile, because of environmental sacrifice and social norms, pro-environmental behaviors will trigger cheerful feeling.},
	keywords = {climate change, knowledge levels, partial least square, place attachment, pro-environmental behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.700},
	url = {http://oaji.net/articles/2021/987-1633680085.pdf},
	author = {Shyang-Chyuan Fang}
}
@article {1087,
	title = {PUBLIC SCIENCE EDUCATION: ROLES AND CONTRIBUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {October/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {696-699},
	abstract = {Why we need Science in our life? Why, when, and how people should learn scientific facts and acquire skills originated from application of specific scientific methods? Whether Science education is limited exclusively with the mission to prepare students to their life in the world of Physical/chemical/biological objects or vice versa it has a special cognitive potential that gives rise to the ability of every person regardless on its professional and social occupation to solve problems more effectively? JBSE publishes articles in which our authors try to answer all these questions exploring the issues of science education in different contexts. At the turn of the millennium, people have met a lot of new realities referring to issues in technologies, psychology, social relations etc. The life has changed drastically during a few last decades and a lot of traditional things seem to be perceived completely differently. How all those changes influenced the attitude to Science, how this is reflected in social and humanitarian issues, and finally, which ways should be proposed for Science Education in new reality?},
	keywords = {public opinion, science education, social relations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.696 },
	url = {http://oaji.net/articles/2021/987-1633974397.pdf},
	author = {Todar Lakhvich}
}
@article {1101,
	title = {PUBLIC SCIENCE EDUCATION: SOME MORE ROLES AND CONTRIBUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {864-867},
	abstract = {In previous editorial (Lakhvich, 2021) we have discussed three comprehensive roles of Science Education, determining its contribution to our life: if briefly, (1) Science Education  gives the methodology to digest facts via the experiment, reasoning, and discussion; (2) Science Education gives rise to the development of logics, problem-solving skills, complements the command of language, social communication and etc.; (3) Science Education develops specific person{\textquoteright}s thinking skills involved in inquiry, experimentation, evidence evaluation, speculation argumentation, and finally, inference. In this issue we pursue the topic discussing two more roles the Science Education contributes to our life. },
	keywords = {educational ideology, science discipline, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.864},
	url = {http://oaji.net/articles/2021/987-1639221873.pdf},
	author = {Todar Lakhvich}
}
@article {919,
	title = {PERSPECTIVES OF STEM EDUCATION REGARDING SERBIAN SECONDARY SCHOOL STUDENTS{\textquoteright} MOTIVATION FOR CAREER CHOICE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {989-1007},
	abstract = {The research was motivated by the necessity to examine the perspectives of STEM professions in Serbia. The aim of this research was to study students{\textquoteright} motives for career choices and their attitudes towards STEM sciences. The empirical scientific approach was applied, i.e. the quantitative and qualitative research method. The most frequently chosen undergraduate majors, the motives that determined that choice and the professional interests were examined by the interviewing technique in the first phase and the scaling and survey techniques in the second phase of the research. The participation in the research was voluntary and comprised of Serbian secondary school students. The research ascertained that a poor state of the national economy determined the students{\textquoteright} decision to be trained for {\textquotedblleft}jobs of the future{\textquotedblright} rather than attend the desired studies. The professions in the IT sector, engineering and sciences proved to be the most profitable ones. These results proved a growing popularity of STEM professions among the Serbian students, but they also implied the prospective necessity to promote mathematics and engineering within the education system considering the present insufficient interest in these academic studies. Regarding the fact that this type of scientific research is still rarely conducted by Serbian experts in the relevant field, this research contributes to a more comprehensive review of the STEM education.},
	keywords = {academic studies, professional interests, secondary school students, STEM},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.989 },
	url = {http://oaji.net/articles/2020/987-1606572920.pdf},
	author = {Jelena {\v Z}. Maksimovi{\'c} and Jelena S. Osmanovi{\'c} and Anastasija S. Mamutovi{\'c}}
}
@article {878,
	title = {PHYSICS TEACHERS{\textquoteright} PERCEPTIONS ON SUSTAINABLE PHYSICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {August/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {569-582},
	abstract = {The United Nation 2030 Agenda for Sustainable Development advocates teachers as the key in, and for, sustainable development. Surprisingly, while physics teachers have long been recognized as important agents in equipping students with necessary physics knowledge and scientific inquiry skills, nonetheless less attention is paid to explore physics teachers{\textquoteright} perceptions on sustainable physics education (SPE). The absence of robust research that explores physics teachers{\textquoteright} perceptions to SPE has informed this research. A total of 248 Malaysian physics teachers were involved in a survey consisting of both close and open-ended questions to capture their perceptions of SPE. In examining the differences in physics teachers{\textquoteright} perceptions of SPE, with regards to teaching experiences and educational background, the one-way ANOVA was utilized. Whereas thematic analysis was used to analyze responses from the open-ended questions. The main finding of this research is the novice physics teachers expressed more positive views of SPE, where they posed better understanding and greatly valued physics competencies when compared to the other teaching experiences groups. The understandings of sustainability among physics teachers were largely dominated by environmental foci. This research provides vital information to design effective teacher professional development targeting novice physics teachers in order to implement SPE effectively. },
	keywords = {education for sustainable development, physics education, physics teacher, teachers{\textquoteright} perception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.569},
	url = {http://oaji.net/articles/2020/987-1597214325.pdf},
	author = {Mohamad Nasri, N. and Nurfarahin Nasri and Abd Talib, A. A.}
}
@article {916,
	title = {PRESCHOOL TEACHERS{\textquoteright} SCIENCE TALKS DURING PICTURE STORYBOOK TELLING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {940-953},
	abstract = {The aim of this research was to analyze preschool teachers{\textquoteright} types of science talks and the variety of concept-related words they used during these talks in class. A picture storybook with a light related concept as the main theme, was chosen as a data collection tool. Teachers were asked to analyze this wordless picture storybook and children were asked in their classes if they approved it. Ten preschool teachers in-service participated in this research. Data were qualitatively collected; it was recorded during story telling. Research results showed that teachers included science explanations, declarative scientific knowledge, questions, comparisons, and evidence talks supporting thinking skills, among types of science talks according to their frequency order, whereas they did not include personal connections talk. Besides, it was determined that they included light related concepts (natural and artificial), vision related concepts (daylight/darkness, like difficulty in vision) and light direction related concepts, according to their frequency order. It can be stated that the results obtained from this research shall contribute to framing of contents of professional development particularly scientific activities of teachers.},
	keywords = {light concept, preschool teachers, science teaching, storytelling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.940},
	url = {http://oaji.net/articles/2020/987-1606770837.pdf},
	author = {Yurt Tarak{\c c}{\i}, {\"O}. and Sadiye Kele{\c s} and K{\"o}lemen, E. B.}
}
@article {784,
	title = {PREDICTING FACTORS AFFECTING INTENTION TO USE WEB 2.0 IN LEARNING: EVIDENCE FROM SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {595-606},
	abstract = {Teachers{\textquoteright} intention to use technology is a major factor in its effective use in learning including in developing countries. This research empirically investigated on factors that influence Pre-Service Science Teachers{\textquoteright} (PSSTs) intention to use Web 2.0 in learning through Technology Acceptance Model (TAM) in Indonesia. The goals of the research were to (a) report if the TAM is a valid and reliable model to explain PSSTs intention to use Web 2.0, and (b) inform the factors of PSSTs{\textquoteright} intention to use Web 2.0 in learning. Seven hundred and five PSSTs from five universities completed a 24-item online questionnaire based on the TAM constructs comprising perceived usefulness, perceived ease of use, subjective norm, facilitating conditions, attitudes, and intention to use Web 2.0. Results obtained using Partial Least Square Structural Equation Modeling (PLS-SEM) informed that (a) facilitating condition and subjective norm significantly influenced perceived ease of use; (b) subjective norm significantly affected perceived usefulness; (c) both perceived ease of use and perceived usefulness was a significant factor predicting attitude; and (d) attitude, perceived ease of use, and perceived usefulness significantly influenced intention to use Web 2.0. Overall, the TAM is a valid model to help explain Indonesian PSSTs{\textquoteright} intention to use Web 2.0 in learning.},
	keywords = {pre-service science teachers, Technology acceptance model, Web 2.0},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.595},
	url = {http://oaji.net/articles/2019/987-1564686612.pdf},
	author = {Muhaimin and Akhmad Habibi and Amirul Mukminin and Robin Pratama and Asrial and Harlina Harja}
}
@article {783,
	title = {PRE-SERVICE AND IN-SERVICE TEACHERS{\textquoteright} EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {583-594},
	abstract = {This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers{\textquoteright} professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research.  According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-service and pre-service teachers experienced inquiry-based science teaching enthusiastically and received new ideas, knowledge and skills to carry out inquiries during the school projects. Also, they became more confident to use inquiry-based approach in their teaching. The findings indicate that the CTTM combines pre-service teachers{\textquoteright} professional development and in-service teachers{\textquoteright} expertise and the model successfully support the use of inquiry-based practices in primary school science education.},
	keywords = {collaborative team teaching model, inquiry-based science teaching, survey research, teachers{\textquoteright} experiences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.583},
	url = {http://oaji.net/articles/2019/987-1564686532.pdf},
	author = {Sari Havu-Nuutinen and Anttoni Kervinen and Anna Uitto and Aulikki Laine and Anniina Koliseva and Lassi Pyykk{\"o} and Pentti Impi{\"o} and Tiina Aittola}
}
@article {814,
	title = {PRIMARY AND SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE RELATED TO RENEWABLE ENERGY AND SOME OF ITS INFLUENCING FACTORS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {924-942},
	abstract = {Shaping attitude related to renewable energy resources is the task of the entire society and in the case of students of different ages it is realized via education in and outside schools. This research concerns the analysis of the knowledge of students related to renewable energy resources, exploring the differences in the case of students in different grades and also the identification of correlations between the knowledge for renewable energy and some of its influencing factors. The research was carried out in spring 2018 with 4th (N=466) and 7th (N=529) graders in primary school and also with 11th graders (N=328) in secondary school in Hungary. Association and selection tasks applied in the research were related to knowledge of renewable energy resources and three questions concerned influencing factors. Assessment was performed based on the word association test. Results indicate poor and less stable knowledge in the case of every grade. The knowledge structure of the grades is similar, solar, water and wind are the most well-known renewable energy resources. Regarding knowledge, the type of the settlement of residence, education level of parents, school curriculum, textbook, theme weeks, project work, media and internet were important among influencing factors. },
	keywords = {project work, renewable energy knowledge, school curriculum, theme work, word association},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.924 },
	url = {http://oaji.net/articles/2019/987-1576226295.pdf},
	author = {Mark{\'o}czi Rev{\'a}k, I. and Erzs{\'e}bet J{\'a}sz and Enik{\H o} Kov{\'a}cs and K{\'a}roly Teperics and Judit {\"U}t{\H o} Visi and J{\'a}nos M{\'a}th}
}
@article {808,
	title = {PRIMARY SCHOOL CHILDREN AND PRE-SERVICE TEACHERS{\textquoteright} KNOWLEDGE OF IBERIAN NATIVE AND AFRICAN SAVANNAH MAMMALS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {833-847},
	abstract = {The present research compared the knowledge of primary school children and pre-service primary teachers about various native mammals of the Iberian Peninsula (IP-Portugal and Spain) and the African Savannah. For this purpose, a questionnaire was administered to 420 children and 215 pre-service teachers from these countries asking for the identification of animals through photos and whether they had native status on the IP. The pre-service teachers performed better than the children. The Savannah animals were better identified than those of the IP. The results were similar in both countries, even though the Spanish performed a little better. Children from both countries had more difficulty identifying the native status of the animals, with a high percentage of them thinking that Savannah animals lived in the wild on the IP. This error was less frequent among the pre-service teachers but, even so, with a percentage for certain animals that can be considered of concern. This issue is absent in the training courses in both countries, a conclusion based on an analysis of the syllabuses. The importance of improving knowledge of native fauna though formal and informal learning is discussed as a way to promote a conservationist attitude with direct repercussions on the recognition of the importance of local or regional biodiversity.},
	keywords = {native fauna, pre-service teachers, primary school children, savannah mammals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.833},
	url = {http://oaji.net/articles/2019/987-1576224962.pdf},
	author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Orlando Stretch-Ribeiro}
}
@article {752,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS ABOUT OWLS, EXPERIENCES WITH OWLS AND THEIR SOURCES OF INFORMATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-263},
	abstract = {The present research explores benefits of using young students{\textquoteright} drawings in combination with written responses for gathering information about science concepts. Younger students are still very limited in their verbal expression and less biologically literate than older students. The aim was to determine primary school students{\textquoteright} conceptions about owls, experiences with owls and their sources of information, and to then determine how beneficial it is to combine information gathered from drawings and written responses in comparison to previous research done with lower secondary school students. Altogether, 280 students attending fourth and fifth grades from schools in Slovenia participated in the research. Students knew well the specific features of owls. Drawings provided more clear information about body parts and proportions, while owls{\textquoteright} specific habitats, behaviours and diet were more thoroughly described in their written responses. Students without experiences with living owls represented owls less thoroughly. Comparison of frequencies of responses in main categories of conceptions about owls showed that using drawings and written responses is equally beneficial for younger and older students. Gathering primary school students{\textquoteright} conceptions about science concepts with both drawings and written responses enables better assessment of a student{\textquoteright}s knowledge than using just drawings or written responses.},
	keywords = {conceptions about owls, experiences with owls, primary school student, student{\textquoteright}s drawing, student{\textquoteright}s written response},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.254},
	url = {http://oaji.net/articles/2019/987-1554359746.pdf},
	author = {Tanja Gnidovec and Gregor Torkar}
}
@article {730,
	title = {PROPOSALS FOR SMALL STEPS TOWARD REPRODUCIBILITY OF SCIENCE EDUCATIONAL STUDIES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-5},
	abstract = {It is evident that almost nobody is satisfied with contemporary (science) education, however, critique and proposed solutions to the perceived educational problems are sometimes established from opposite reasoning. Nowadays we can witness, for example, debates about position, role and effect of digital mobile technologies, social networks, and many other issues on behaviour and performance of students. Suggestions about their place in science education are on a scale between transforming education toward digital technologies and calls to prohibit, at least some of them, on the other end. Unfortunately enough argumentation too many times follows patterns recognized as {\textquoteleft}The demon-haunted world{\textquoteright} (Sagan, 1995) and a vocabulary and argumentation in line with Frankfurt{\textquoteright}s (2005) famous essay {\textquoteleft}On bullshit{\textquoteright}.},
	keywords = {educational problems, evidence-based interventions, opposite reasoning, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.04},
	url = {http://oaji.net/articles/2019/987-1550082532.pdf},
	author = {Andrej {\v S}orgo}
}
@article {667,
	title = {PAST, PRESENT AND FUTURE OF JOURNAL OF BALTIC SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Editorial},
	chapter = {364-366},
	abstract = {Science Education is a multidisciplinary field of study with roots about three centuries ago. Researches in this field were published for the first time in a scientific journal with School Science and Mathematics, which started in 1901. The number of scientific journals in Science Education has increased in parallel with the increase in the number of related research. The published literature is sometimes about trending topics. In some other cases, they offer novelty and new paradigms. Last 50 years of Science Education are shaped by various topics. Hence, these different issues are being published in scientific journals. },
	keywords = {academic publishing, geographic diversity, JBSE, scientific journal},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.364},
	url = {http://oaji.net/articles/2017/987-1529508576.pdf},
	author = {Muhammet Usak}
}
@article {669,
	title = {PRACTICALITY AND EFFECTIVENESS OF THE IBMR TEACHING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {June/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {381-394},
	abstract = {The design of a teaching model must qualify to be applicable or practical and effective, therefore the research aimed to analyze the practicality and effectiveness of the IBMR (Investigation-Based Multiple Representation) teaching model in improving physics problems solving skills of bachelor programs{\textquoteright} students. The research was conducted by applying the one-group pre-test and post-test pre-experimental design to 186 students of study program of physics education, mathematics education, and mechanical engineering. The practicality of the model is assessed using an observation sheet and the effectiveness is determined based on pre-test and post-test physics problem solving skills. The collected data were analyzed using the calculation of average scores of the feasibility of each phase of the IBMR, t-test, and n-gain. The results show that each phase of the IBMR teaching model can be implemented by a lecturer with good and reliable categories, and relevant student activities, so that the IBMR teaching model is practicality qualified. It is also effective shown by: there are increasing score of physics problem solving skills at  = 5\%, average n-gain with moderate categorized and not different or consistent for each pair of groups, and good-categorized students{\textquoteright} responses on each component of teaching.},
	keywords = {bachelor programs{\textquoteright} students, IBMR teaching model, model effectiveness, model practicality, physics problem solving skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.381},
	url = {http://oaji.net/articles/2017/987-1529508735.pdf},
	author = {Joko Siswanto and Endang Susantini and Budi Jatmiko}
}
@article {711,
	title = {PREDICTION OF STUDENTS{\textquoteright} SCIENCE ACHIEVEMENT: AN APPLICATION OF MULTIVARIATE ADAPTIVE REGRESSION SPLINES AND REGRESSION TREES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {October/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {887-903},
	abstract = {Turkey is ranked at the 54th out of 72 countries in terms of science achievement in the Programme for International Student Assessment (PISA) survey conducted in 2015, which is a very big disappointment for that country. The aim of this research was to determine factors affecting Turkish students{\textquoteright} science achievements in order to identify the improvement areas using PISA 2015 dataset. To achieve this aim, Multivariate Adaptive Regression Splines (MARS) and Classification and Regression Trees (CART) approaches were used and these approaches were compared in terms of model accuracy statistics. Since Singapore was the top performer country in terms of science achievement in PISA 2015 survey, the analysis results of Turkey and Singapore were compared to each other to understand the differences. The results showed that MARS outperforms the CART in terms of measuring the prediction of students{\textquoteright} science achievement. Furthermore, the most important factors affecting science achievements were environmental optimism, home possessions and science learning time (minutes per week) for Turkey, while the index of economic, social and cultural status, environmental awareness and enjoyment of science for Singapore.},
	keywords = {higher education, machine learning algorithms, PISA, Science Achievement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.887 },
	url = {http://oaji.net/articles/2017/987-1539418761.pdf},
	author = {Kilic Depren, S.}
}
@article {691,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} PREDICTIONS ON STUDENT LEARNING DIFFICULTIES IN THE DOMAIN OF MECHANICS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {649-661},
	abstract = {The ability to predict students{\textquoteright} ideas or performances is commonly recognized as an indicator to measure teachers{\textquoteright} knowledge of student learning difficulties. This research focuses on identifying pre-service science teachers{\textquoteright} knowledge of student learning difficulties on Mechanics, as well as comparing pre-service science teachers{\textquoteright} predictions to student reasoning on the causes of their learning difficulties. The populations consist of 479 pre-service science teachers and 1,020 students taking physics as a separate science course. Two versions of the questionnaires are designed, with teacher- and student- oriented questions separately. From the results, inconsistencies are observed between two groups of populations. Pre-service science teachers either over- or under-predict student learning difficulties in some special domains. The results show that the physics content knowledge factor attracts great attention from both students and pre-service science teachers as the cause of student learning difficulties. The research results are important for pre-service science teachers to realize the gap between their own perspectives and students{\textquoteright} actual learning difficulties.},
	keywords = {mechanics domain, pre-service science teachers{\textquoteright} predictions, student learning difficulties, students{\textquoteleft} knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.649},
	url = {http://oaji.net/articles/2017/987-1533709007.pdf},
	author = {Shao-Na Zhou and Hua Xiao}
}
@article {724,
	title = {PRE-SERVICE TEACHERS{\textasciiacute} BELIEFS ABOUT THE BENEFITS AND CHALLENGES OF STSE BASED SCHOOL-INDUSTRY COLLABORATION AND PRACTICES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {1034-1045},
	abstract = {School-industry collaboration can be an effective way to implement STSE issues to teaching. However, teachers{\textasciiacute} negative beliefs, lack of knowledge, resources, support and opportunities to collaborate with companies can impede the efficient implementation. In this case-study, 42 Finnish and Slovenian pre-service teachers{\textasciiacute} STSE beliefs were first examined before and after the school-industry collaboration course by survey. After the course, beliefs of 8 Finnish pre-service teachers were analyzed in more detail by open-ended questionnaires and reflective writing. The pre-service teachers were more confident to teach STSE issues after the course in both countries. However, they needed more support and knowledge from the community members they collaborated with (i.e. representatives of industries, university teacher, student colleagues and school teachers). The industry-based teaching material was considered beneficiary especially for mixed-ability classrooms and the whole course was regarded useful for future practices. The results of this research highlight the importance of pre-service teacher education and practices with STSE issues. The positive and negative beliefs should be examined frequently already during the pre-service education in order to develop tools for teacher support and encouragement. This research promotes a practical example and ideas of a local school-company collaboration. },
	keywords = {school-industry collaboration, sience teacher education, STSE issues, teachers{\textasciiacute} beliefs},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.1034},
	url = {http://oaji.net/articles/2017/987-1544860568.pdf},
	author = {P{\"a}ivi Kousa and Maija Aksela and Ferk Savec, V.}
}
@article {656,
	title = {PRIMARY STUDENTS{\textquoteright} STEREOTYPIC IMAGE OF INVENTOR IN KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-266},
	abstract = {The purpose of this research is to compare the previous stereotypes of the scientist image and the current stereotypes of the inventor image among Korean students. For this purpose, three primary schools located in the metropolitan area of Korea were selected under a convenience sampling method, with one class selected for each of the 2nd, 4th, and 6th grades of each school. 
The conclusions of this research are as follows. First, analyzing students{\textquoteright} stereotypes of the inventor image showed that older students had more stereotypes about inventors than younger students did. Second, as a result of analyzing the images according to each indicator, Korean students were found to have stereotypes about the inventor. Third, the symbol of research was expressed together with one of the science-related experiment tool and the making-related experiment tool. Fourth, primary students perceived the inventor as mainly male. Male students mostly drew male inventors and female students mostly drew female inventors.
Based on the conclusions obtained through this research, various educational implications to be reflected in primary technology education were suggested to escape the stereotypes of the inventor{\textquoteright}s image.
},
	keywords = {invention education, Inventor images, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.252},
	url = {http://oaji.net/articles/2017/987-1523527246.pdf},
	author = {Eunsang Lee and Hyuksoo Kwon}
}
@article {637,
	title = {PROSPECTIVE TEACHERS{\textquoteright} COGNITIVE STRUCTURES CONCERNING PROTEIN SYNTHESIS AND THEIR DEGREE OF UNDERSTANDING},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-30},
	abstract = {The purpose of education is to actualise meaningful learning. Therefore, researching the issues on how students process information and how they configure it is important for meaningful learning. The issue of protein synthesis contains a number of abstract topics and concepts. Hence, it is important in biology teaching to be informed of students{\textquoteright} cognitive structures concerning protein synthesis. This research aims to analyse prospective teachers{\textquoteright} cognitive structures about protein synthesis and their degree of understanding the subject. The research group was composed of 17 volunteering prospective teachers who had been chosen through purposeful sampling. The data were collected via semi-structured interviews. Flow maps and content analysis were used in analysing the data. The results demonstrated that prospective teachers had too many misconceptions about protein synthesis and that their knowledge extent and rich connection are inadequate. The prospective teachers{\textquoteright} degree of understanding protein synthesis was divided into three categories. The results obtained in this research suggested that teachers should be careful in teaching the subject of protein synthesis. Students{\textquoteright} prior knowledge and their misconceptions should be determined and content or contexts to facilitate them to learn an abstract subject such as protein synthesis should be presented.},
	keywords = {cognitive structure, degree of understanding, flow map, meaningful learning, protein synthesis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.19},
	url = {http://oaji.net/articles/2017/987-1519059794.pdf},
	author = {Cem Ger{\c c}ek}
}
@article {657,
	title = {THE PSYCHOSOCIAL AND COGNITIVE INFLUENCE OF ICT ON COMPETENCES OF STEM STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {267-276},
	abstract = {Information and communications technology (ICT) shapes life and work in every educational system. Where to place ICT in the pedagogical process and how it affects students{\textquoteright} psychosocial and cognitive abilities are questions that do not have one definitive answer. The research addresses the intense introduction of ICT that accords with educational trends and the requirements of today{\textquoteright}s society, but sometimes neglects social competences and any potential psychosocial effects. A need for new and effective methods in upbringing and education to offer everyone, equal opportunities become more and more important in the {\textquotedblleft}world of the 21st century{\textquotedblright}. The research also proved that innovative didactic methods of teaching (4.0) using a transdisciplinary model and supported by state-of-the-art information and communications technology as well as cooperative learning, have a positive psychosocial effect on science, technology, engineering and mathematics (STEM) students. Students who experience innovative didactic teaching supported by ICT reach higher taxonomic, cognitive and social standards of competence and are thus better prepared for the challenges of future society. },
	keywords = {cognitive competences, education system, ICT, psychosocial influence, social competences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.267},
	url = {http://oaji.net/articles/2017/987-1523527323.pdf},
	author = {Andrej Flogie and Andreja Barle Lakota and Boris Aber{\v s}ek}
}
@article {603,
	title = {PHYSICS ANXIETY OF PRE-SERVICE TEACHERS AND THEIR SELF-EFFICACY BELIEFS: DIFFERENCES ACCORDING TO GENDER AND PHYSICS ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {678-693},
	abstract = {The aim of this research is to determine the predictive level of physics self-efficacy with regard to physics anxiety and the correlations between the physics anxiety and self-efficacy of pre-service teachers, also to examine whether physics anxiety and self-efficacy beliefs differ depending on pre-service teachers{\textquoteright} achievement in physics and their gender. The research was conducted with 344 pre-service teachers enrolled at a state university in Turkey. The data obtained were analyzed using means (M), standard deviation (SD), simple regression analysis, the one-way multivariate analysis of variance (one-way MANOVA) and as a follow-up test, the univariate analysis of variance (univariate ANOVA). The outcome of the research indicating the physics anxiety of the pre-service teachers was a significant predictor of their physics self-efficacy, significant differences between physics anxiety and self-efficacy depending upon the level of achievement in the physics course, also showing that in general, female pre-service teachers had significantly higher levels of anxiety compared to males and that with respect to self-efficacy, differences were in favor of male pre-service teachers only in the dimension of problem-solving in physics.},
	keywords = {physics achievement, physics anxiety, physics self-efficacy, pre-service teachers{\textquoteright} gender},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.678   },
	url = {http://oaji.net/articles/2017/987-1509213809.pdf},
	author = {Serap {\c C}al{\i}{\c s}kan}
}
@article {571,
	title = {PRE-SERVICE BIOLOGY TEACHERS{\textquoteright} REPORTED FEAR AND DISGUST OF ANIMALS AND THEIR WILLINGNESS TO INCORPORATE LIVE ANIMALS INTO THEIR TEACHING THROUGH STUDY YEARS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {337-349},
	abstract = {In this research, the self-reported fear and disgust toward animals of pre-service biology teachers and their willingness to incorporate live animals into their teaching were assessed with a questionnaire. An entire generation of pre-service biology teachers (N = 128) participated in this research. The results show that students are mostly afraid of animals that are potentially dangerous to humans such as large predators and are disgusted mostly by animals that are small and wet looking, like a slug. The students were less willing to incorporate animals that they reported to be most fearful or disgusting into their teaching. Considering that throughout their study years, there was practically no change in students{\textquoteright} levels of fear, disgust and willingness to incorporate live animals into their teaching calls for an improvement of the biology teacher education study programme in order to train teachers that are skilled and willing to use live animals in their teaching. One of the solutions could be offering pre-service teachers as many first-hand experiences with live animals as possible either in a formal learning environment, such as the university or, in case of large animals (predators), in informal learning environments, like a zoo or a national park.},
	keywords = {disgust of animals, fear of animals, pre-service teachers, students beliefs},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.337},
	url = {http://oaji.net/articles/2017/987-1497963955.pdf},
	author = {Iztok Toma{\v z}i{\v c} and Nina Pihler and Jelka Strgar}
}
@article {555,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTIONS OF THE "CONDUCTION OF HEAT IN SOLIDS"},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {April/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {163-174},
	abstract = {There has been various researchers focus on {\textquotedblleft}heat transfer". "Convection, radiation and conduction" discussed as mere elements of the wider object of analysis in these research. Given the lack of sufficient emphasis on conduction in solids, no cross age research conducted with pre-service science teachers supported by drawings, interviews, and open-ended questions could be found. Employing a cross-age design, this research determined pre-service science teachers{\textquoteright} (PSTs{\textquoteright}) conceptions in the "conduction of heat in solid".  The sample group of the research consists of 257 PSTs (first year student-n=55; second year student-n=76, third year student-n=56, and fourth year student-n=70) selected from Department of Science Education in Fatih Faculty of Education at the Karadeniz Technical University in the city of Trabzon in Turkey. Conceptual understanding test and semi-structured interview were used in the data collection process. The test including two questions was administered to 257 PSTs from different years. Semi-structured interview including one question was conducted with 16 voluntary PSTs (4 students from each grade level). The research found that PSTs had difficulties in terms of describing and showing the movement of the particles of solid under the impact of heat. In the light of the findings, it can be suggested that animations should be used to the teaching of the movement of the particles under the impact of heat. },
	keywords = {conduction of heat in solid, cross-age study, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.163},
	url = {http://oaji.net/articles/2017/987-1497156077.pdf},
	author = {{\c S}enel {\c C}oruhlu, T.}
}
@article {582,
	title = {PROMOTING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {459-471},
	abstract = {In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers{\textquoteright} conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers{\textquoteright} conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers{\textquoteright} understanding about boiling.},
	keywords = {boiling topic, conceptual change, dialogic teaching, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.459},
	url = {http://oaji.net/articles/2017/987-1503904739.pdf},
	author = {Mehmet Demirba{\u g} and Sevgi Kingir}
}
@article {520,
	title = {PEDAGOGICALLY DESIRABLE SCIENCE EDUCATION: VIEWS ON INQUIRY-BASED SCIENCE EDUCATION IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {506{\textendash}522},
	abstract = {The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge.},
	keywords = {Delphi method, inquiry-based, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.506},
	url = {http://oaji.net/articles/2016/987-1482424083.pdf},
	author = {Yasemin Ozdem-Yilmaz and Bulent Cavas}
}
@article {535,
	title = {A PERCEPTIONS ASSESSMENT OF PATIENT-ORIENTED PROBLEM-SOLVING TEACHING STRATEGY FOR MEDICAL IMMUNOLOGY COURSE IN CHINESE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {706{\textendash}711 },
	abstract = {This research assessed the perceptions of students to patient-oriented problem-solving (POPS) teaching strategy in a medical immunology course in China. Data were collected from second-year students (N=71; 58\% males, 42\% females) who were offered lecture-based instruction and POPS teaching strategy during October - November 2015 at Lanzhou University. Afterward, students{\textquoteright} response and capability perception scores to POPS teaching strategy were evaluated using questionnaires. The majority of students (89.02\%) favored POPS teaching strategy over traditional lectures. Students responded that POPS improves their intrinsic motivation (91.55\%), learning interest (94.37\%), self-directed learning skills (92.96\%) and feasible for medical education (87.32\%). Compared to the traditional lectures, the POPS can improve markedly their learning motivation (p=0.03), clinical reasoning ability (p=0.01), and clinical problem-solving ability (p=0.02). The implementation of POPS in medical courses will help students improving their learning motivation, problem solving abilities, which is feasible for current medical immunology education in China.  },
	keywords = {Active learning, China, medical education, patient-oriented problem-solving, Undergraduate},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.706},
	url = {http://oaji.net/articles/2016/987-1482502886.pdf},
	author = {Xingming Ma and Lifeng Zhang and Jingqiu Wang and Yanping Luo and Yaling Liang and Yufeng Wu}
}
@article {479,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {7{\textendash}17 },
	abstract = {Models are central constructs of science teaching and learning. This research aims to report on seven pre-service science teachers{\textquoteright} perceptions and attitudes towards models and the rationale for using models in science teaching. Semi-structured in-depth interviewing, an open-item questionnaire, and a five-point Likert scale questionnaire were used to obtain data from the participants. No evidence of negative attitude towards the use of models was observed among the participants. Although the pre-service science teachers (PSTs) valued the idea that scientific models are important aspects of science teaching and learning, they were hesitant to use and build models as teaching tools. Four categories related to the perceptions about the rationale for using models were identified from the data namely, promoting interest and attention, promoting understanding due to illustrative and representative nature of models, promote concretization as instrumental tool and promoting theoretical understanding in science. The findings indicated that the PSTs showed positive attitudes towards the use of models in their teaching, but certain factors like level of learner, time, lack of modeling experience, and limited knowledge of models appeared to be affecting their perceptions and attitudes negatively.},
	keywords = {modeling experience, pre-service teacher, science teacher, use of models},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.07},
	url = {http://oaji.net/articles/2016/987-1481285829.pdf},
	author = {Mustafa B. Aktan}
}
@article {530,
	title = {PRE-SERVICE TEACHERS{\textquoteright} ATTITUDES TOWARD SOCIO-SCIENTIFIC ISSUES AND THEIR VIEWS ABOUT NUCLEAR POWER PLANTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {642{\textendash}652 },
	abstract = {There is not a common attitude in a society for socio-scientific issues (SSI) such as whether to use nuclear power plants for energy production. Within this respect, the aim of the research is to examine pre-service science teachers{\textquoteright} and pre-service social studies teachers{\textquoteright} attitudes toward SSI and to reveal their views about setting up nuclear power plants in their country. The participant of research is 120 pre-service teachers. Firstly, Attitudes toward Socio-scientific Issues Scale (ATSIS) was implemented and then, focus group discussions were done with five students from each department separately so as to understand their views about nuclear power plants. Findings revealed that whereas pre-service teachers are eager to learn more about SSI, they have anxiety about it due to religion, moral and ethical perspectives. In addition, whereas both groups of pre-service teachers have some common views about nuclear power plants, pre-service science teachers do not have more positive views about having nuclear power plants in their country. },
	keywords = {attitude towards socio-scientific issues, focus group discussion, nuclear energy, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.642},
	url = {http://oaji.net/articles/2016/987-1482502437.pdf},
	author = {Hasan Ozgur Kapici and Genc Osman Ilhan}
}
@article {517,
	title = {PRESERVICE TEACHERS{\textquoteright} PERCEPTIONS OF THE RELATIONSHIP BETWEEN SCIENCE AND PEACE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {464{\textendash}476},
	abstract = {Raising young people aware of the need for science for peace is only possible with modern education that is based on science and enriches science with elements of peace. Accordingly, determination of perceptions of preservice teachers, who will bear the greatest responsibility in raising individuals, about the relationship between science and peace is of great importance. The aim of this research was to develop a valid and reliable scale to measure preservice teachers{\textquoteright} perceptions of the relationship between science and peace. A total of 253 preservice teachers, including 88 from the department of science teaching, 87 from the department of mathematics teaching and 78 from the department of primary school teaching, who were in their 4th year in the education faculty of Kocaeli University, Turkey, during the spring term of the academic year 2014-15, were recruited for this study. As a result of the factor analysis, Cronbach{\textquoteright}s alpha ({\'a}) reliability coefficient of the scale, consisting of four factors, including {\textquoteright}Communication and Intercultural Dialogue{\textquoteright} (6 items), "Technological Developments{\textquoteright} (6 items), {\textquoteright}Socio-Economic Developments{\textquoteright} (7 items) and{\textquoteright} Peace Education{\textquoteright} (7 items), and 26 items, was found to be .93. The Scale for Perception of the Relationship between Science and Peace (SPSP) is the first unique scale developed to determine preservice teachers{\textquoteright} perception of the relationship between science and peace. },
	keywords = {perceptions of pre-service teachers, scale development, science and peace},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.464},
	url = {http://oaji.net/articles/2016/987-1482423876.pdf},
	author = {Canan Dilek Eren}
}
@article {483,
	title = {PROSPECTIVE CHEMISTRY TEACHERS{\textquoteright} ABILITIES OF CREATING CONCEPT MAPS: HYDROCARBONS EXAMPLE},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {February/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {58{\textendash}67},
	abstract = {Concept maps are effective tools for showing the relations between the concepts and they can be used to make clear the relations between the abstract concepts such as hydrocarbons topic. The aim of this research is to determine the abilities of prospective chemistry teachers{\textquoteright} (PCTs) creating concept maps about hydrocarbons. In this research , case study was used and the study was carried out in a university in North Coast of Turkey with 25 PCTs (aged 20-27). PCTs were taught how to create concept maps, types of concept maps such as hierarchical, non- hierarchical and chain or spoke concept maps through example concept maps. In this research context, PCTs were given a text about hydrocarbons and they were supposed to prepare their own concept maps about hydrocarbons. Their concept maps were evaluated according to the reference concept map which was prepared by the researchers. At the end of the research, it is seen that PCTs had difficulty in constructing concept maps. According to the conclusions drawn from the research, some suggestions were offered.},
	keywords = {concept maps, conceptual learning, hydrocarbons, organic chemistry, prospective chemistry teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.58},
	url = {http://oaji.net/articles/2016/987-1481286082.pdf},
	author = {Necla D{\"o}nmez Usta and Neslihan {\"U}ltay}
}
@article {540,
	title = {PSYCHOLOGICAL DISTANCE AND PRO-ENVIRONMENTAL BEHAVIOR: AN APPLICATION OF BEHAVIOR MODEL TO},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {759{\textendash}775 },
	abstract = {To help mitigate and educate the negative impacts of emerging contaminants (ECs), this research tried to realize the environmental attitude and environmental behavioral intention of students in the field of environmental education at higher education level. However, little is known about integration of psychological distance, environmental attitude, behavioral intention and effective teaching strategies on emerging contaminants for undergraduate students within a behavior model. This research proposed a pro-environmental behavior model, integrated with Theory of Planned Behavior (TPB), Value-Belief-Norm (VBN) model and psychological distance to realize causal relationships among latent variables that instructors concerned. In a cross-sectional survey, this research effectively surveyed 851 respondents of five universities in Taiwan through self-report questionnaires. This research utilized bootstrapping manner and Smart-PLS software to identify the crucial relationships between two formative factors (environmental attachment and psychological distance), value and beliefs and behavior intention on ECs. The level of ECs knowledge was treated as a moderator, and results indicated significant moderator effects on environmental attachment toward environmental attitude, and environmental attitude toward behavioral intention. The results provide empirical support for some previous identified barriers to pro-environmental behavioral intention and suggest guidelines for effective pro-environmental behavior on ECs issues.},
	keywords = {behavioral intention, emerging contaminants, partial least squares, Theory of Planned Behavior, value{\textendash}belief{\textendash}norm theory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.760 },
	url = {http://oaji.net/articles/2016/987-1482503264.pdf},
	author = {Shyang-Chyuan Fang and Tai-Kuei Yu and Tai-Yi Yu and I-Cheng Chang}
}
@article {435,
	title = {PHYSICAL SCIENCE TEACHER{\textquoteright}S PERSPECTIVES OF THE TYPES AND NATURE OF PRACTICAL WORK},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {327{\textendash}338 },
	abstract = {This is an empirical qualitative interpretative multiple case study, which was guided by the question; what are the teacher{\textquoteright}s perspectives of the types and nature of practical work? Document analysis and interviews were used for data collection. The results show firstly, that teachers held faulty perceptions of the nature of practical work. Secondly, the teachers{\textquoteright} individual definition of practical work contradicted their own perceptions of the nature of practical work. The faulty perceptions held by teachers influence outcome of the practical work to such an extent that some output only result through chance. Explanations and possibilities for the resultant perceptions are discussed. This paper recommends that science clubs and cluster group collaborations might aid methodological and contextual understandings and practices amongst teachers. Further research opportunities on ways and strategies of conducing practical work within contextual inhibitors are suggested. },
	keywords = {Contextual inhibitors, Practical work, procedural understanding, substantive understanding},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.327},
	url = {http://oaji.net/articles/2016/987-1479496973.pdf},
	author = {Awelani V. Mudau and Ramodungoane Tabane}
}
@article {430,
	title = {PRESCHOOL CHILDREN{\textquoteright}S MENTAL REPRESENTATIONS OF CLOUDS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {267{\textendash}274},
	abstract = {Children construct representations of concepts and physical phenomena and these representations are critical to education. The natural phenomenon of clouds is perceivable and also observable by young children in everyday life. Moreover, it is a subject approached by the early childhood science education curriculums. However, in several studies it is noticed that the related children{\textquoteright}s representations are often incompatible with the scientific model, mainly because of its character, which is macroscopic and not immediately observable. In this research, clouds representations framed by children aged 4.5-6 years old are studied. The sample consisted of sixteen (16) children (7 boys and 9 girls) from one public kindergarten in an urban area of Greece. Data were collected through expanded, open type conversations between children pairs and one of the researchers. The results of the qualitative analysis of the conversations show that these children use different types of representations, the majority dominated by the nature of the substance under study. The outcome of the research results indicates the potentials of preschool children to perceive clouds as autonomous natural entities.},
	keywords = {Early childhood education, pre-school education, pupils{\textquoteright} representations, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.267},
	url = {http://oaji.net/articles/2016/987-1473431297.pdf},
	author = {Glykeria Fragkiadaki and Konstantinos  Ravanis}
}
@article {411,
	title = {PRE-SERVICE TEACHERS{\textquoteright} BELIEFS ABOUT THE IMAGE OF A SCIENCE TEACHER AND SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {34-44},
	abstract = {This study examines pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. Besides, how their beliefs are affected from inquiry-based teaching is investigated. Case study method was used. Pre-service teachers had learned science with inquiry and how they teach science with inquiry in the science laboratory. Data were collected through the drawings and semi-structured interviews. Results indicate that most participants had teacher-centered and conceptual belief about the images of a science teacher and the science teaching at the beginning of the study. However, they had student-centered belief at the end of the study. It was remarked that three pre-service teachers who held different beliefs about student/teacher roles and the teaching of science before the study, had some common beliefs after the inquiry-based science laboratory. Based on the results, it can be said that inquiry-based science teaching positively affects pre-service teachers{\textquoteright} beliefs about the images of a science teacher and the science teaching. },
	keywords = {belief about teaching, inquiry-based teaching, mental image, teacher education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.34},
	url = {http://oaji.net/articles/2016/987-1462908068.pdf},
	author = {Nilg{\"u}n Tatar}
}
@article {441,
	title = {PRE-SERVICE TEACHERS{\textquoteright} FEAR OF SNAKES, CONSERVATION ATTITUDES, AND LIKELIHOOD OF INCORPORATING ANIMALS INTO THE FUTURE SCIENCE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-410},
	abstract = {Studying attitudes toward fauna such as snakes is essential in wildlife management. The main objective of this study was to investigate the impact that fear of snakes has on Slovenian pre-service teachers{\textquoteright} attitudes towards conservation and the likelihood of incorporating animals into developing the future science curriculum. The effect of direct experience on fear of snakes, conservation attitudes, and the likelihood of incorporating snakes into the future science curriculum were also studied. Altogether, 352 full-time and part-time students majoring in preschool education and primary school education were surveyed. The study confirmed that students{\textquoteright} fear of snakes negatively influenced their conservation attitudes and decreased the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes negatively correlated with fear of snakes, and positively with attitudes towards conservation and the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes also affected students{\textquoteright} word associations regarding snakes by reducing the frequency of some associations that emphasize the potential threat snakes pose to people.},
	keywords = {conservation, pre-service teacher, science education, wildlife management},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.401},
	url = {http://oaji.net/articles/2016/987-1479497504.pdf},
	author = {Gregor Torkar}
}
@article {449,
	title = {PROSPECTIVE SCIENCE TEACHERS{\textquoteright} LEVELS OF UNDERSTANDING AND EXPLANATION OF ANIMAL AND PLANT CELLS: DRAW-WRITE},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {501{\textendash}512},
	abstract = {Understanding science concepts and being able to explain them is important for science teachers. The perception of students about the concepts of science is related to teachers who use these concepts. In this study, it was aimed to determine prospective science teachers{\textquoteright} (n=152) levels of conceptual understanding and ability to explain animal and plant cells by drawing and written explanations. In the study, descriptive survey design has been used. As for the outcome of the research, the conceptual understanding of prospective science teachers regarding plant and animal cells was not adequate. In addition, prospective science teachers{\textquoteright} level understanding and explanation the animal cells and plant cells was found out to be associated with each other. Prospective teachers{\textquoteright} writing and drawing scores are remarkably in favor of writing and significantly differ. The majority of prospective teachers had difficulty over drawing concepts. Recommendations are presented on the basis of these results.},
	keywords = {concepts of science, descriptive survey design, drawing concepts, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.501},
	url = {https://doi.org/10.33225/jbse/15.14.501},
	author = {Huriye Deni{\c s} {\c C}eliker}
}
@article {398,
	title = {PEER INSTRUCTION IN THE PHYSICS CLASSROOM: EFFECTS ON GENDER DIFFERENCE PERFORMANCE, CONCEPTUAL LEARNING, AND PROBLEM SOLVING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {776{\textendash}788 },
	abstract = {The purpose of this study was to examine the effects of peer instruction (PI) on performance, gender gap, conceptual learning and problem solving in physics. The students enrolled in two sections of a physics course were selected; one section was treatment group (TG) and the other section was control group (CG). 42 students in TG were instructed with PI whereas 56 students in CG were instructed with conventional instruction. Data were collected using Force Concept Inventory, final examination problems, and students{\textquoteright} opinions about the instruction. The results indicated that PI had more positive effect on students{\textquoteright} conceptual learning and problem solving than conventional instruction. The conceptual learning with PI did not show any statistically significant difference between female and male students in TG. However, the quantitative problem solving performance after PI revealed that male students performed better than female students. The female and male students{\textquoteright} conceptual learning and problem solving performance did not change noticeably in CG. The students in TG also changed their perspective on solving a problem and understanding a concept. They found the method helpful to connect the quantitative solution with related concepts. },
	keywords = {conceptual learning, physics education, Problem Solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.776},
	url = {http://oaji.net/articles/2015/987-1450982219.pdf},
	author = {Tolga   Gok}
}
@article {394,
	title = {PRIMARY SCHOOL CHILDREN{\textquoteright}S IDEAS OF MIXING AND OF HEAT AS EXPRESSED IN A CLASSROOM SETTING},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {726{\textendash}739 },
	abstract = {This study investigates primary school children{\textquoteright}s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children{\textquoteright}s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children{\textquoteright}s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children{\textquoteright}s ideas through a combination of data collection techniques in a classroom setting are reflected upon.},
	keywords = {children{\textquoteright}s ideas, classroom setting, primary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.726 },
	url = {http://oaji.net/articles/2015/987-1450981715.pdf},
	author = {Jesper Haglund and Fredrik Jeppsson and Johanna Andersson}
}
@article {344,
	title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} USE OF MULTIPLE REPRESENTATIONS FOR SOLVING THE IMAGE FORMATION PROBLEMS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {59-74},
	abstract = {The aim of this research is to determine the role of multiple representations such as problem picture, ray diagram, and equation used by the students in solution of the image projection problems. The study is performed by the survey method. The participants of this study were prospective physics teachers of a faculty of education from a state university in Turkey. Fifty-three teacher candidates solved open-ended questions and 20 of them were also interviewed. The results have shown that the students used two different types of solution method; in solution 1, they used the solution method where {\textquotedblleft}problem pictures, mirror/lens equations and ray diagrams{\textquotedblright} are used, and in solution 2, they used the solution method where {\textquotedblleft}problem pictures and mirror/lens equations{\textquotedblright} are used. The results show that students mostly prefer the second solution method, however, the students who prefer the first solution method are more successful than them. Also, it is found that the students have various alternative ideas about the usage of these multiple representations. The reasons of these alternative ideas are discussed at the end of the study. },
	keywords = {alternative ideas, image formation, multiple representations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.59},
	url = {http://oaji.net/articles/2015/987-1437062236.pdf},
	author = {Serap Kaya {\c S}eng{\"o}ren}
}
@article {347,
	title = {PROSPECTIVE TEACHERS{\textquoteright} MISCONCEPTIONS ABOUT CLASSIFICATION OF PLANTS AND CHANGES IN THEIR MISCONCEPTIONS DURING PRE-SERVICE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {105-117},
	abstract = {This study reported herein aimed to reveal prospective teachers{\textquoteright} misconceptions about classification of plants and the effect of pre-service education program on their correct conceptions of this biological issue. Prospective teachers majoring in Elementary School Classroom Teacher Education constituted the target population of this study during the fall semester of the 2012-2013 academic years from Turkey. In order to reveal the difference between the misconceptions of prospective teachers who are at the beginning and at the end of their university education, the research was conducted as a cross-sectional study (78 first and 84 fourth class). The results showed that the prospective teachers in both groups have misconceptions and considerable confusion over the concepts of without-seed plants, seedy plants, vascular plants, non-vascular plants, gymnosperm plants, angiosperm plants, fruit and vegetable. In addition, the pre-service education did not seem to have an important effect on correction of prospective teachers{\textquoteright} misconceptions about classification of plants. In this context, prospective teachers are graduated with misconceptions about classification of plants. },
	keywords = {classification of plants, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.105},
	url = {http://oaji.net/articles/2015/987-1437062464.pdf},
	author = {Selami Yangin and Sabri Sidekli and Yasin Gokbulut}
}
@article {348,
	title = {PUPILS{\textquoteright} EARLY EXPLORATIONS OF THERMOIMAGING TO INTERPRET HEAT AND TEMPERATURE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {118-132},
	abstract = {In thermodynamics teaching, pupils have been found to confuse temperature and heat, and to conceive touch as an infallible thermometer. This study explored the potential of combining the sense of touch with infrared (IR) thermal imaging on pupils{\textquoteright} understanding of heat and temperature. Eight 7th-grade pupils (12-13 years old) worked in pairs across three laboratory exercises (real-time IR imaging, static IR images, or thermometers) to predict, observe and explain (POE) the temperatures of different objects. An anomaly between perceived {\textquoteleft}coldness{\textquoteright} and measured temperature was induced among the pupils, but they did not manage to resolve this cognitive conflict. The pupils observed the objects getting warmer and increasing in temperature, but did not explain the experiments as involving a heat flow from their bodies to the objects. Successful explanation might require a combination of thermal imaging and the explicit introduction of a simple heat-flow model.},
	keywords = {multisensory experience, predict-observe-explain (POE), thermal imaging},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.118},
	url = {http://oaji.net/articles/2015/987-1437062546.pdf},
	author = {Konrad Sch{\"o}nborn and Jesper Haglund and Charles Xie}
}
@article {313,
	title = {PARENTS{\textquoteright} VIEWS REGARDING HOMEWORKS GIVEN IN SCIENCE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	type = {Original article},
	chapter = {497-508 },
	abstract = {The aim of this study was to explore parents{\textquoteright} opinions about homework assignments given in science and technology courses. The sample of the study was composed of 764 parents who reside in the city of Osmaniye in Turkey. The data were collected by a {\textquotedblleft}Parent Homework Scale{\textquotedblright} developed by the researcher. The instrument includes three subscales; function, attitude and behavior. U-Test and H-Test were employed to identify any difference among variables. The findings showed that there was no significant difference in parents{\textquoteright} scores on attitude and behavior subscales of the instrument regarding gender, educational background, occupation, and average monthly income. When function subscales scores were investigated according to gender educational background, occupation, average monthly income, it was observed that civil servants in occupational category had lower function scores than self-employed, farmer, worker, artisan, and retired. It was found that university graduates in level of education category had lower function scores than primary school graduates, secondary school graduates, and high school graduates. It was also found that high income in the monthly income group had lower function scores than other members in each related group.},
	keywords = {homework, Opinions, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.497},
	url = {http://oaji.net/articles/2015/987-1425809498.pdf},
	author = {{\.I}sa   Deveci and {\.I}smail   {\"O}nder and Salih   {\c C}epni}
}
@article {336,
	title = {PERCEIVED USABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGY AND ACCEPTANCE OF VIRTUAL FIELD TRIPS BY LOWER SECONDARY STUDENTS, UNDERGRADUATE STUDENTS AND IN-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {803-812},
	abstract = {In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues. },
	keywords = {biology education, information communication technology, lower secondary education, teaching/learning strategies, virtual field trip},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.803},
	url = {http://oaji.net/articles/2015/987-1425811644.pdf},
	author = {Miro Puhek and Matej Per{\v s}e and Tina Vr{\v s}nik   Per{\v s}e and Andrej {\v S}orgo}
}
@article {328,
	title = {A POSSIBLE ROLE FOR HISTORY OF MATHEMATICS AND SCIENCE IN MATHEMATICS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {December/2013},
	pages = {Continuous},
	type = {Editorial},
	chapter = {712-715},
	abstract = {My research fields are history of mathematics and science, mainly physics and astronomy. I have also published some works on mathematics and physics education (as to these works see Bussotti 2012a; Bussotti 2012b; Pisano-Bussotti, 2012; Bussotti 2013). I have often wondered which role history of science can have inside science education, basically referring to high school and university students. This subject dates back at least at the second half of the 19th century when an important debate took place in Europe as to the most appropriate manner to teach Euclidean geometry. There were various positions: scholars who thought Euclid (fl. 300 BC) had to be completely abandoned, others who believed that the Elements had to be almost literally taught and, between these two opposite extreme opinions, a series of intermediate ones existed (for this problems see Bussotti, 2012a, where a series of references is presented, too). The discussion on the role of history of science/mathematics inside science/mathematics teaching is hence a long period debate and I have no pretension to provide an answer, but only to point out some questions and to develop a reasoning around them.},
	keywords = {high school instruction, history of mathematics and science, mathematics education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.712},
	url = {http://oaji.net/articles/2015/987-1425811173.pdf},
	author = {Paolo   Bussotti}
}
@article {299,
	title = {PREDICTING COLLEGE STUDENT ACHIEVEMENT IN SCIENCE COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {322-336},
	abstract = {Given the worldwide interest in improving student academic attainment, it is important to the examine the variables impacting college students{\textquoteright} achievement. This research aimed to predict student achievement in an undergraduate level Scientific Research Method Course (SRMC) offered by Celal Bayar University, Turkey. This quantitative research adopted a descriptive correlation survey design. 198 sophomore college students were the participants of the study. Multiple linear regression analysis was used to examine how independent variables such as attitudes, competence in teaching methods, length of studying time, gender predict student achievement in SRMC. The findings showed that selected predictors accounted for 33.4 \% of students{\textquoteright} academic achievement in SRMC. Specifically, 23\% of this variance were explained by the total study hours; 9.4 \% of it originated from students{\textquoteright} attitudes toward the lesson; and 2\% of it originated from the students{\textquoteright} perceptions of the necessity and importance of the course. Further, these findings are positioned with respect to the previous research on predicting college student achievement.},
	keywords = {achievement, Attitude, College Student, science course, study time},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.322},
	url = {http://oaji.net/articles/2015/987-1425808310.pdf},
	author = {Abdurrahman Ilgan}
}
@article {274,
	title = {PREPARATION OF NEW PHYSICS TEACHERS FROM VARIOUS PERSPECTIVES},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Editorial},
	chapter = {4-5},
	abstract = {There is no doubt, that preparation of new teachers significantly influences many aspects of education. Most of us, readers of this Journal, are involved in preparation of new science teachers. My group focuses on physics teachers for secondary school level and this is the main perspective of this reflection.
Many of us work with transformative model of the knowledge base for teaching and with the concept of pedagogical content knowledge (PCK) (Magnusson, Krajcik \& Borko, 1999). We highlight five components of PCK: orientation toward science teaching; knowledge (and beliefs) about science curriculum; knowledge (and beliefs) about students{\textquoteright} understanding of science topics; knowledge (and beliefs) about assessment in science; and knowledge (and beliefs) about instructional strategies for teaching science. Let{\textquoteright}s look at them from the perspective of pre-service teacher trainer.},
	keywords = {physics teacher, pre-service teacher training, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.04},
	url = {http://oaji.net/articles/2015/987-1425757465.pdf},
	author = {Peter Demkanin}
}
@article {288,
	title = {PRE-SERVICE CLASSROOM TEACHERS{\textquoteright} MISLEARNINGS OF CLASSIFICATION OF THE PLANT KINGDOM AND THE EFFECT OF PORPHYRIOS TREE ON REMOVING THEM{\textquoteright}},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {178-190 },
	abstract = {Students may acquire mislearnings in the course of their academic lives for various reasons and keep them for a lifetime. Some of the most common of those mislearnings are the alternative conceptions university students have about Biology lesson. This study was conducted through one-to-one interviews with 54 students at the 1st grade of the Department of Classroom Teaching in order to determine university students{\textquoteright} alternative learnings about the classification and the diversity of plants and remove these alternative learnings if there were any. In the end, it was found that students had mislearnings about the classification and the diversity of plants. The main mislearning was that students classify some of the plants they knew well in a wrong way according to the criteria which was not biological; for example, they thought fern and bryophyte were plants with seeds, fungi were plants, and the plants belonging to the family of Pinaceae did not have real leaves so they were included in the class of plants without seeds. In order to remove these mislearnings {\textquoteleft}Porphyrios Tree{\textquoteright}, which has a structure similar to a concept map, was used. As a result, a great majority of pre-service teachers{\textquoteright} alternative conceptions about the classification of plants were removed through this method of application.},
	keywords = {Classification, mislearnings, plants, porphyrios tree, pre-service teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.178},
	url = {http://oaji.net/articles/2015/987-1425758578.pdf},
	author = {Selami Yangin}
}
@article {287,
	title = {PRE-SERVICE ELEMENTARY TEACHERS{\textquoteright} PERCEPTIONS AND OPINIONS ABOUT GREENHOUSE EFFECT},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {159-177 },
	abstract = {Through this research, it was aimed to determine the Pre-Service Teachers{\textquoteright} perceptions and opinions about greenhouse effect. The research was carried out with 395 Pre-Service Elementary Teachers. The data in the research were collected through the questionnaire consisting of 36 items with likert type 5 related to greenhouse effect adapted into Turkish by K{\i}l{\i}n{\c c}, Boyes and Stanisstreet (2008) developed by Boyes and Stanisstreet (1993) and an open-ended question. The quantitative data obtained from the questionnaire used in the research were analyzed using SPSS package program. The qualitative data obtained from an open-ended question were evaluated using the descriptive analysis technique. According to the results of the research, it has been observed that Pre-Service Teachers are not equipped with the sufficient knowledge about environmental problems. It has been concluded that Pre-Service Elementary Teachers established the false cause-effect relationship between environmental problems such as greenhouse effect, ozone layer problem, acid rain.},
	keywords = {global warming, Greenhouse Effect, pre-service elementary teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.159},
	url = {http://oaji.net/articles/2015/987-1425758519.pdf},
	author = {Zeynep Aksan and Dilek {\c C}elikler}
}
@article {293,
	title = {PRE-SERVICE SECONDARY SCIENCE TEACHERS{\textquoteright} IMAGES ABOUT THEMSELVES AS SCIENCE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {249-260 },
	abstract = {The purpose of this study is to explore pre-service secondary science teachers{\textquoteright} images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers{\textquoteright} images is 24.62\% student-centred, 53.85\% between student and teacher-centred, and 21.4\% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers.},
	keywords = {DASTT-C, Pre-Service Science Teacher, secondary science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.249},
	url = {http://oaji.net/articles/2015/987-1425758849.pdf},
	author = {Huseyin Akkus}
}
@article {319,
	title = {PROBLEM BASED LEARNING IN ACIDS AND BASES: LEARNING ACHIEVEMENTS AND STUDENTS{\textquoteright} BELIEFS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {565-578 },
	abstract = {This study aimed to investigate the effects of Problem Based Learning on high school students{\textquoteright} understanding of ionization of water and acid and base strength. Students{\textquoteright} beliefs about Problem Based Learning were also analysed. A quasi-experimental design was conducted in this study. While students in the experimental groups were instructed via Problem Based Learning, teacher-centred approach was used in the control groups. Before the instructions, a prerequisite knowledge test was applied to identify their prerequisite knowledge to learn the topics, and no significantly differences were found between experimental and control groups. After the instructions, a post-test was applied to determine their understanding of the topics. The results indicated that the mean scores of the students in the experimental groups were significantly higher than those in the control groups. Problem Based Learning Assessment Scale results reflected that students{\textquoteright} positive beliefs increased after each activity. Based on these results, it can be concluded that PBL instruction is effective in concept learning in chemistry education. },
	keywords = {acid and base strength, acids and bases, ionization of water, problem based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.565},
	url = {http://oaji.net/articles/2015/987-1425810314.pdf},
	author = {Leman   Tarhan and Burcin   Acar-Sesen}
}
@article {275,
	title = {PROSPECTIVE PHYSICS TEACHERS{\textquoteright} SELF-EFFICACY BELIEFS ABOUT TEACHING AND CONCEPTUAL UNDERSTANDINGS FOR THE SUBJECTS OF FORCE AND MOTION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {6-20},
	abstract = {The aim of this study is to determine the self-efficacy beliefs of prospective physics teachers about teaching the subjects of Force and Motion and their conceptual understanding on the subjects. Also, relationship between the self efficacy beliefs and conceptual understanding was investigated. Additionally, the effects of a teaching sequence upon aforementioned variables were examined. Data was collected through Force Concept Inventory and The Scale of Self-Efficacy about Teaching the Subjects of Force and Motion. The findings revealed that prospective physics teachers didn{\textquoteright}t have a sufficient conceptual understanding of Force and Motion, although they had high self efficacy beliefs about teaching the subject. A positive but weak correlation between self efficacy beliefs and conceptual understanding was found. The teaching sequence led to a statistically significant improvement in the prospective teachers{\textquoteright} self efficacy beliefs about teaching and their conceptual understanding of the subjects. The teaching sequence also led to enhance congruence between the variables.},
	keywords = {Conceptual Understanding, force and motion, physics education, Self Efficacy, teacher self efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.06},
	url = {http://oaji.net/articles/2015/987-1425757515.pdf},
	author = {Rabia Tanel}
}
@article {317,
	title = {PURE AND APPLIED, MORAL AND PRAGMATIC: THE PROPER WAY TO IMPROVE SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Editorial},
	chapter = {544-547},
	abstract = {In recent years many researchers (ROSE Project in particular) have stated the Science has become one of unpopular areas of knowledge. Most students and graduates are not going to link their fates with the Science and Technology. As the result, we are facing the decline of University Science and Technology Education, as only few talented students choose Science as their priority area of their interest and even less of them decide to teach the Science in school and University.
 In view of the fact that the image of Science emerged at the intersection of interests and perceptions of the general public and scientists, it is important to understand the role of academia in shaping their own public image.
 What kind of self-image do we (scientists and educators) promote?
 Which kind of audience do we reach out?
 How do we interact with this audience?
 To explore the lessons from the history, we could find those, which are particularly obvious. Rather than contemplating the identity of Science in order to derive and support an adequate image, scientists (both researchers, policy makers and, finally, {\textendash} what strange enough {\textendash} educators) have preferred to hide themselves behind the industry and technology. Instead of explaining what Science is, we usually have pointed to technological progress. And when audience being questioning more critical, we propose the clich{\'e} variant of reflection with exaggerated promises of technological progress, even if nobody would listen. The tendency has become a matter of routine and widely accepted. Butt obviously the clich{\'e} approach, which is out of the interests of majority of population, leads to fiasco.},
	keywords = {key technologies, moral aspect, moral component, public opinion},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.544},
	url = {http://oaji.net/articles/2015/987-1425810097.pdf},
	author = {Todar Lakhvich}
}
@article {238,
	title = {PORTFOLIOS IN ENVIRONMENTAL EDUCATION: THE TEPEE PROJECT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {16-28 },
	abstract = {Teaching and assessment in Environmental Education (EE) is rather complex because it needs to address the learners{\textquoteright} ability to ask questions, solve problems, and develop positive values. Portfolio assessment is a holistic way to evaluate the growth and development of skills and values in EE by providing a cumulative record of work carried out by students in a variety of contexts and allowing students to reflect on the process of how their views and values change. The main aim of this paper was to discuss the process of the development and implementation of a European Portfolio for Environmental Education by TEPEE (Towards a European Portfolio for Environmental Education) Network, within seven European countries. The paper narrates the development and implementation of EPEE through the eyes of the TEPEE scientific committee coming from the seven partner countries. Their views about the advantages and disadvantages of the use of portfolios within the context of EE were collected by means of questionnaires using open-ended questions. The results of the study suggest that the main advantage of using portfolio assessment is that it provides a holistic picture of the learning and growth of students in different contexts and situations. The major asset was the enthusiasm and motivation it raised among the teachers using it. The major difficulty was trying to change the assessment culture of teachers who were used to more traditional forms of assessment.},
	keywords = {education for sustainable development, environmental education, learning and assessment in environmental education, portfolio assessment},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.16},
	url = {http://oaji.net/articles/2014/987-1419166612.pdf},
	author = {Deborah Chetcuti and Paul Pace}
}
@article {249,
	title = {THE PRIMARY SCHOOL STUDENTS{\textquoteright} ATTITUDE AND ANXIETY TOWARDS SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {127-140 },
	abstract = {In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students{\textquoteright} attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success.},
	keywords = {anxiety towards science, attitude towards science, primary school, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.127},
	url = {http://oaji.net/articles/2014/987-1419167461.pdf},
	author = {{\c S}afak Ulu{\c c}{\i}nar Sa{\u g}{\i}r}
}
@article {264,
	title = {A PROBLEM OF SCIENCE LITERACY ENCOUNTERED BY PRIMARY SCHOOL TEACHERS AND LEARNERS},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Editorial},
	chapter = {300-301 },
	abstract = {Science education is one of the key areas of general education in comprehensive school (Lamanauskas, 2009). The major argument for defining the relevancy of the introduced subject is the universality and integrity of science education. For the last two decades, particularly this field of education has faced a number of different changes in the majority of countries: variations in the content of education, search for efficient forms and methods of teaching, innovative approaches, etc. are only a few questions that must be properly discussed.
Thus, to meet the needs of all students and society, in terms of science education (competencies), the system of training/preparing science teachers, particularly that of primary school teachers (educational curricula, organization and content of pedagogical practice, etc.), must be upgraded. The evaluation of a number of parameters discloses that the science literacy of primary school teachers is not sufficient (for example, teachers frequently avoid trips to nature because have a poor knowledge of local natural area, have no skills at using special instruments, etc.).},
	keywords = {primary school teachers, science education, Science Literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.300},
	url = {http://oaji.net/articles/2014/987-1419168819.pdf},
	author = {Vincentas Lamanauskas}
}
@article {237,
	title = {PSYCHOMETRIC EVALUATION ON THE TURKISH ADAPTATION OF THE SCIENTIFIC ATTITUDE INVENTORY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {7-15 },
	abstract = {The purpose of this study is to adapt Scientific Attitude Inventory-II into Turkish and to examine its factor structure. The English and Turkish versions of the scale were tested out on the students in the Department of English Language Teaching (N=40) at Dokuz Eylul University a week apart and a high degree of correlation was found between the scores of the two applications. Then Confirmatory Factor Analysis (CFA) was conducted with the data collected from 292 students in order to examine the factor structure of the scale. Following the CFA, 12, 6, 3 and 1 factor structures did not fit the data. When Exploratory Factor Analysis was conducted with the same data set, it was determined that the items in the scale could be grouped under four factors. The scale was tested out on different 255 students and CFA was conducted again. After the CFA, the four-factor structure was found to be adequate fit with the data.},
	keywords = {confirmatory analyses, exploratory analyses, psychometric evaluation, scientific attitude inventory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.07},
	url = {http://oaji.net/articles/2014/987-1419166561.pdf},
	author = {Fatih {\"O}nder and Pinar {\c C}elik and {\.I}lhan Silay}
}
@article {241,
	title = {PSYCHOMETRIC RECONSTRUCTION OF THE INQUIRY SCIENCE TEACHING STRATEGIES (ISTS) INSTRUMENT},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {55-66 },
	abstract = {This study re-evaluated the psychometric properties of the 40-item Inquiry Science Teaching Strategies instrument [ISTS] (Lazarowitz \& Lee, 1976). The ISTS was administered to 201 elementary pre-service teachers at a university in the Midwest of United States during the 2009-2010 school terms. Initial CFA results failed to confirm the 3-factor structure of the original ISTS. A statistically significant goodness-of-fit statistic (χ{\texttwosuperior} [737, N = 201] = 1394.61, p = 0.00) supported by two fit indices (GFI = 0.69, CFI = 0.45) indicated non-tenability of the measurement model. Subsequent PCA retained half of the components under an obliquely rotated 3-factor solution. Following the removal of 22 items, final CFA indicated non-tenability under slightly improved fitting (χ{\texttwosuperior} [132, N = 201] = 236.93, p = 0.00, GFI = 0.88, CFI = 0.83). It is recommended that existing items be revised and new ones appended using Exploratory Factor Analysis with a different sample.},
	keywords = {attitudes towards inquiry-based science, evaluation of psychometric properties, instrument development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.55  },
	url = {http://oaji.net/articles/2014/987-1419166892.pdf},
	author = {Sebastian Szyjka and Frackson Mumba}
}
@article {215,
	title = {PATHWAYS OF STUDENTS{\textquoteright} CONCEPTUALISATION DURING A PROBLEM SOLVING TASK: LESSONS FOR TEACHING PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {36-52 },
	abstract = {This study aims to characterise the pathways of students{\textquoteright} conceptualisation during a problem solving task in order to understand the role of conceptualisation in conceptual learning and to identify salient points for the practice of teaching physics. The study took place in a Portuguese classroom with 15 physics students, all aged 17. The {\textquotedblleft}global conceptualisation{\textquotedblright} emerged from this research as an important construct to explain how students mobilise their conceptual knowledge during a problem solving task Six other salient characteristics of the pathways of students{\textquoteright} conceptualisation were also identified. In addition, some conditions related to teaching which could help to improve students{\textquoteright} conceptualisation and conceptual learning were also uncovered. These results are discussed and are presented alongside conclusions about the focus and direction of teacher intervention.},
	keywords = {conceptualisation pathway, modelling, physics education, problem-solving},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173361.pdf},
	author = {Bernardino J. Lopes}
}
@article {230,
	title = {THE PERCEPTIONS OF PRE-SERVICE SCIENCE TEACHERS CONCERNING CONSTRUCTIVIST PERSPECTIVES TO TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {219-228},
	abstract = {Preservice teachers begin their careers with their attitudes and perceptions about the profession. The purpose of this study is to identify how a four-semester teacher education program helps pre-service teachers{\textquoteright} perceptions about constructivist teaching and learning to change as they progress through the program. The participants of the study included a total of 194 science preservice teachers in four different semesters of their teacher preparation program. The instrument used in this study was the Constructivist Learning Environment Survey (CLES). One way ANOVA was used to identify patterns within cohorts regarding preservice teachers{\textquoteright} beliefs about constructivist strategies. Major findings indicated that although there were statistically different subscales of Shared Control and Critical Voice, in general preservice science teachers hold teacher centered beliefs. Based on these findings, it is possible to say that traditional teacher centered education have been carried on under the name of constructivism in Turkish teaching education programs.},
	keywords = {constructivism, preservice science teacher, teacher education, teacher education program},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547572.pdf},
	author = {Bilge Taskin-Can}
}
@article {213,
	title = {THE PREDICTORS OF PRE-SERVICE ELEMENTARY TEACHERS{\textquoteright} ANXIETY ABOUT TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {17-26 },
	abstract = {The aim of this study was to investigate the nature of the relationship between pre-service elementary teachers{\textquoteright} anxiety about teaching science and their self-efficacy beliefs about science teaching, their perceptions of the nature of their past experiences in science teaching, the number of science courses they took in college and their previous grades in these science courses. The data was collected from 82 pre-service elementary teachers enrolled in an M.Ed program. The results indicate that personal science teaching efficacy and number of science courses taken in college are the significant predictors of science teaching anxiety. Pearson correlations among the variables show that their perception of their experiences in science teaching, grade point average of science courses and perception of science background indirectly influence science teaching anxiety. The effect of these variables on science teaching anxiety was mediated by personal science teaching efficacy.},
	keywords = {perception of past experiences in science courses, science teaching anxiety, self-efficacy},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173257.pdf},
	author = {Nejla Y{\"u}r{\"u}k}
}
@article {220,
	title = {PRESENTATION OF LABORATORY SESSIONS FOR SCIENCE SUBJECTS IN SLOVENIAN UPPER SECONDARY SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Original article},
	chapter = {98-113 },
	abstract = {Among Slovenian upper secondary school science teachers a study was conducted about the implementation of laboratory work in Science teaching. One of the specific goals was to acquire preliminary data about the status of laboratory exercises in teaching Biology, Chemistry and Physics. Answers were received from 64 Biology teachers, 64 Chemistry teachers and 63 Physics teachers (about 40\% of Slovene secondary school Science teachers).
The differences in attitudes towards and performance of laboratory work among teachers of different Science subjects are small. It can be concluded that teachers of all three subjects have generally positive attitudes towards laboratory work. The differences occur in the way laboratory work is performed. Not so positive are the findings that many of the exercises are presented to the students as demonstrations, and an expository style is preferred. In the future, efforts should be made to transform expository labs into inquiry- and problem-based laboratory work.},
	keywords = {laboratory work, science education, teachers{\textquoteright} attitudes, upper secondary schools},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008530.pdf},
	author = {Andrej {\v S}orgo and Slavko Kocijan{\v c}i{\v c}}
}
@article {227,
	title = {PRE-SERVICE PHYSICS TEACHERS{\textquoteright} CONCEPT MAPS REPRESENTING RELATIONAL STRUCTURE OF PHYSICS CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {183-194 },
	abstract = {In this study, a parsimonious set of quantities is developed to characterise and evaluate the quality of concept maps. It is shown here how such a set can be based on measurements of the connectivity, clustering and cohesion of concept maps. A structural model of the data is introduced so that concept maps can be evaluated and classified by using only two quantities called here richness of content (D) and quality of structure (q). The model is used in monitoring changes in the concept maps (N=33) consisting of two sets of maps (initial and final ones), made before and after teaching. Such an approach gives access to monitor changes of the concept maps during a teaching sequence.},
	keywords = {knowledge organisation, learning process, physics concept maps},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547320.pdf},
	author = {Maija Nousiainen and Ismo T. Koponen}
}
@article {185,
	title = {PERCEIVED FRAMEWORKS OF YOUNG PEOPLE ON GLOBAL WARMING AND OZONE DEPLETION},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {March/2010},
	type = {Original article},
	chapter = {35-49 },
	abstract = {The learner selects and transforms information, constructs hypotheses and makes decisions, relying on a cognitive structure that provides meaning and organization to experiences and allows the individual to go beyond. Quantitative data regarding concepts formed about global warming and ozone depletion was obtained through a questionnaire administered to 280 Maltese post-secondary students, who had already attended Environmental Science lessons. In depth group interviews were performed with four focus groups to elucidate underlying reasoning. Besides the presence of lacunae in their knowledge, the study revealed that students formulated their own logical, but sometimes incorrect, frameworks through which they could explain the issues. Concept maps elicited from the data show how students erroneously linked global warming to ozone depletion and stratospheric ozone to tropospheric ozone. Recommendations are made on how learners can think how an expert of that particular knowledge domain would think in that particular circumstance.
The concepts related to current ecological crises should engage students with real life issues that are analysed within social and cultural contexts in order to make valid judgments. An effective Environmental Science curriculum should include a set of organized experiences aimed at helping students develop correct environmental concepts. The results reported in this study can be used to help the teacher in the selection of concepts and how they can be sequenced in meaningful ways. The design of multidisciplinary curriculum units and appropriate teaching strategies that address student understanding of complex natural phenomena can lead to the development of correct conceptual frameworks which are meaningful. 
It is imperative for educators to be familiar with what the students already know. The challenge is to design instructional strategies which address these conceptions and attempt to alter them in meaningful ways. This implies a paradigm shift in science education based on constructivism. The educator can help students:
a) identify authentic issues;
b) conceptually analyse scientific knowledge related to these issues;
c) determine their existing knowledge regarding these issues; and 
d) design meaningful environmental courses that aim in formulating correct conceptual frameworks.
This will produce correct links between concepts, and transfer of knowledge from one context to another would be facilitated. The outcome will be the creation of more complex meaning in a structured manner.
An incorrect perception could be a point of departure for a constructivist approach, keeping in mind the fragmented knowledge students possess and the mental models they have constructed when this knowledge was put together. Students should be given the opportunity to construct, discover and explain the links formed between the knowledge accumulated in order to build a correct conceptual framework.
Students need opportunities which involve the generation of situated knowledge to develop action-competence. Moreover, scientific concepts taught formally in the classroom should have application in the field in order to help students make sense of whether their actions have the potential to respond to the symptoms of environmental issues, or more importantly, to address the causes. Such learning opportunities should start from early childhood when environmental frameworks will start to develop.},
	keywords = {climate change, cognitive frameworks, learning processes, misconceptions in learning, ozone depletion},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404741075.pdf},
	author = {Joanne Grima and Walter Leal Filho and Paul Pace}
}
@article {192,
	title = {PERCEPTIONS OF COLLABORATION, EQUITY AND VALUES IN SCIENCE AMONG FEMALE AND MALE COLLEGE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {109-118},
	abstract = {Diversification of the science, technology, engineering and math (STEM) workforce requires a climate supportive of underrepresented groups. We studied undergraduate student attitudes to uncover perceptions that may be addressed through targeted pedagogies. We surveyed undergraduate students pursuing science and humanities programs to quantify their attitudes toward gender equity, the importance of values, the perceived contribution of competition and collaboration to science, and to examine their understanding of multidisciplinary collaborations in science. Women more strongly supported gender equity, were more likely to recognize women{\textquoteright}s contributions, and had a more positive view of female scientists{\textquoteright} lives. Women perceived science as more collaborative, identified a broader range of disciplines, including social sciences and humanities, to include, and viewed collaboration as working directly with others rather than using published work. We relate our results to the need for gender-sensitive pedagogies and other changes in the college science curriculum.},
	keywords = {gender, Multidisciplinary, science education, Undergraduate},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171377.pdf},
	author = {Linda Fuselier and J. Kasi Jackson}
}
@article {197,
	title = {PUPILS CONNECTING OBSERVATIONS AND EXPLANATIONS IN SUCCESSIVE DEMONSTRATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {167-178},
	abstract = {The aim of this study is to find out how pupils will connect their observa{\textlnot}tions and explanations from a demonstra{\textlnot}tion. Seventh graders (117) were shown successively two demonstrations about floating and sinking. Pupils{\textquoteright} observations and explanations were classified and compared with each other in the two demonstrations. The four observation categories were: Complete observation, incomplete observation, non-essential observation, and no observation. The five explanation categories were: Scientific explanation (density), alternative explana{\textlnot}tion (weight), situational explanation (temperature), spontaneous explanation (irrelevant, insufficient, wrong), and no ex{\textlnot}planation. Both the observations and the explanations were improved significantly in the second demonstration even that no teaching was done between the demon{\textlnot}strations. The ways used by the seventh graders in processing their observations and explanations have been examined from the viewpoint of perceptual learning, variation theory, and the memory models in cognitive psychology.},
	keywords = {Explanation, observations, science education, variation theory},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171824.pdf},
	author = {Olavi Hakkarainen and Maija Ahtee}
}
@article {165,
	title = {PRE-SERVICE SCIENCE TEACHERS{\textquoteright} KNOWLEDGE LEVEL ABOUT SOME BASIC AIR POLLUTANTS},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {March/2009},
	type = {Original article},
	chapter = {22-34},
	abstract = {The aim of this study was to investigate the Turkish pre-service science teachers{\textquoteright} level of knowledge about air pollution. The participants{\textquoteright} levels of knowledge about {\textquotedblleft}Air Pollution{\textquotedblright} were identified via a closed form questionnaire. The measuring instrument is applied on 325 female and 137 male students inside of the sample and a total of 462 students was applied this test. The questionnaire using in this study consisted of 17 statements. The results of the study revealed that; even though Turkish pre-service science teachers{\textquoteright} level of knowledge about air pollution were well shaped, it is shown that most of these pre-service science teachers have misconception. The results show that they did not have adequate knowledge (level) about some basic air pollutants and their effects. The results also revealed that pre-service teachers have misconceptions about whether the pollutants CFCs, CO2 and Hydrocarbons are pollutants or not. In order to prevent that, pre-service teachers should be informed about the effects and activities of these pollutants and what should be done. },
	keywords = {air pollution, misconception, pre-service science teachers},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404720517.pdf},
	author = {Ayse Sert Cibik and Emine Selcen Darcin}
}
@article {169,
	title = {PROSPECTIVE SCIENCE TEACHERS{\textquoteright} CONCEPTIONS OF THE SOLUTION CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {69-78 },
	abstract = {This study investigated to determine and characterize prospective science teachers{\textquoteright} conception of the concept of solution chemistry and its related concepts. An instrument containing open-ended questions was built by the researcher first and administered to 30 prospective science teachers. In addition, semi-structured interviews were administered by researcher with 5 students from the sample in order to clarify their written responses. The results indicated that the prospective science teachers{\textquoteright} understandings of most of the concepts were in specific misconception level. Particularly, prospective science teachers showed good understanding on electrical conductivity of solution, boiling point elevation and characteristics of dissolution process compared to other concepts. On the other hand, they have poor understanding on concept of temperature factor affecting solubility rate, classification of solutions, properties of solutions and difference between melting and dissolution. Furthermore, the results showed that many prospective science teachers could not learn the concepts related to solution chemistry well enough.},
	keywords = {Conception, misconception, prospective science teacher, solution chemistry},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739580.pdf},
	author = {Mustafa {\"O}zden}
}
@article {172,
	title = {PUPILS{\textquoteright} SCIENTIFIC RESEARCH ACTIVITY DEVELOPMENT IN COMPREHENSIVE SCHOOL: THE CASE OF LITHUANIA},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {August/2009},
	type = {Original article},
	chapter = {97-109},
	abstract = {The article deals with the education of pupils{\textquoteright} abilities and interest in scientific research activity in comprehensive school. The article presents the assessment of the situation of the teaching process in comprehensive school concerning pupils{\textquoteright} interest in scientific research activity, defines the most significant and influential factors stimulating and hindering learners{\textquoteright} interest in scientific research activity. The article gives the assessment of favourableness of current teaching process in orienting pupils for the scientist{\textquoteright}s, researcher{\textquoteright}s career and the evaluation of teachers{\textquoteright} competences forming and developing pupils{\textquoteright} scientific research abilities in the teaching {\textendash} learning process. The article makes recommendations on the organization and development of the teaching {\textendash} learning process, seeking to strengthen learners{\textquoteright} interest in scientific research activity. It gives the prognosis of the change in the situation educating pupils{\textquoteright} interest in scientific research activity and in teachers{\textquoteright} competences forming and developing pupils{\textquoteright} scientific research abilities in the teaching process.},
	keywords = {career, comprehensive school, natural science education, scientific research activity},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404739793.pdf},
	author = {Vincentas Lamanauskas and Dalia Augiene}
}
@article {148,
	title = {PUPILS{\textquoteright} FACTUAL KNOWLEDGE ABOUT VERTEBRATE SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {48-54},
	abstract = {Biodiversity has become a challenging educational topic and basic knowledge about animal or plant species, their identification and life history has been targeted as a fundamental aspect. There are few studies aiming at assessing pupils{\textquoteright} knowledge about vertebrates and it{\textquoteright}s identification skills in pupils. Further, many educational practitioners and conservationists claim a significant decrease of species knowledge in today{\textquoteright}s children and adolescents. Here, I try to quantify the knowledge about animal species using a large, illustrated questionnaire dealing with 54 vertebrate species. 879 lower secondary school pupils and 65 primary school pupils (4th graders) from three geographic regions throughout Germany participated in the study. Species knowledge was dependent on educational level and gender. It did not increase parallel to age or grade but rather reached a peak during the age of 14 years or during the 7th grade, respectively. Further, species knowledge did not decrease between the early 1980ies and 2005.},
	keywords = {biodiversity, factual animal species knowledge, gender},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404289078.pdf},
	author = {Christoph Randler}
}
@article {50,
	title = {THE PRECONDITIONS OF ECOLOGICAL EDUCATION OF SCHOOL TASKS ON PHYSICS},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2007},
	month = {March/2003},
	type = {Original article},
	chapter = {12 - 20},
	abstract = {The article submits the results of research that pursued to establish a number of ecological tasks on physics in natural science education textbooks and to collate the preconditions of ecological education of school tasks on physics in the integrated natural science textbooks and non-integrated physics textbooks of different countries. To fulfil the research, the following methods such as the analysis of literature, the quantitative analysis of the textbooks content, the statistical analysis of empirical data have been applied.

When examining integrated and non-integrated textbooks of different countries, it has been established that the average of ecological tasks varies from 7\% in the non-integrated textbooks and up to 12\% in the integrated ones. Comparing integrated and non-integrated textbooks of the same form the deviation of comparative rates of ecological tasks varies from statistically irrelevant to statistically absolute. The cases of statistically relevant deviation are fractionally prevailing. The examined non-integrated physics textbooks and integrated natural science textbooks, including the Lithuanian ones, do not basically differentiate evaluating the element of ecological tasks that comprise students{\textquoteright} preconditions of ecological education.},
	keywords = {abstract tasks, ecological tasks, sociocultural tasks, specific tasks, technical tasks},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503927782.pdf},
	author = {Palmira Pe{\v c}iuliauskiene and Alfonsas Rimeika}
}
@article {122,
	title = {PUPILS{\textquoteright} MISCONCEPTIONS ABOUT MAMMALS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {5-14},
	abstract = {A misconception about animals has been reported in various research reports on the pupils of all age groups. However, deeper study on the children{\textquoteright}s concepts about mammals has never been conducted. This study suggests the ideas about mammals put forward by the children aged from 10 to 15. A questionnaire with 35 multiple choice and open - ended questions were administered to 468 children from 6 elementary schools in Slovakia. The children{\textquoteright}s ideas were examined in five dimensions (animal classification and phylogeny; food; foraging strategies; parental care; senses, morphology and anatomy). Serious misconceptions about mammals across all age groups were found out. Our data provides direct implications for teaching biology. 
        This study showed that Slovakian elementary school pupils had serious problems with several concepts about mammals. Our data corroborate previous findings about misidentification of common mammals with other animals (see Kellert, 1985; Trowbridge \& Mintzes, 1985, 1988; Braund, 1991, 1998). Moreover, the follow up questions showed that although most of the pupils were aware that a whale is a mammal, they were less sure that whales suck milk or feed on plankton. These findings are in line with our current research focused on the children{\textquoteright} concepts about birds (Prokop, Kubiatko \& Fancovicova, acceptted manuscript) and support a necessity of using the multiple questions focused on the same topic rather than using a simple question. Moreover, these data have direct implications for biology practise and can be applied internationally.},
	keywords = {age, animals, mammals, misconception, pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286616.pdf},
	author = {Milan Kubiatko and Pavol Prokop}
}
@article {85,
	title = {PHYSICS LEARNING WITH EXPLORATORY TALKS DURING A MINI-PROJECT - A CASE STUDY OF FOUR GIRLS WORKING WITH ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {5-11},
	abstract = {During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students{\textquoteright} ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.

Ownership of learning includes factors that connect the students{\textquoteright} learning process to the students{\textquoteright} learning environment. In this meaning the ownership is an aspect of student influence. With further cases the conceptual relations between ownership, motivation and learning hopefully can be further developed and clarified. In this small group work in physics the students  have got possibility for ownership from the instructional design, and two individual have ownership by their possibility to relate to earlier experiences and anomalies of understanding. Their unique question gives them high motivation, and help them to enhance and develop their understanding of the concepts resistance and current by exploratory talks and reflective thinking. They find their old view of resistance to be misleading, and develop a new view where resistance is connected to the current speed (as amount of charges passing per second), a view closer to scientific thinking.},
	keywords = {conceptual change, electric circuits, motivation, physics teaching, students{\textquoteright} ownership of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049284.pdf},
	author = {Margareta Enghag and Hans Niedderer}
}
@article {96,
	title = {PUPILS{\textquoteright} MENTAL MODELS OF A PULLEY IN BALANCE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {26-34},
	abstract = {Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in equilibrium. In all the three age groups the majority (about 70\%) of the pupils stated that the lower hanging bag is heavier. Less than 15\% of the pupils in the 7th and 9th grades understood that the bodies must have the same weight. Pupils{\textquoteright} reasoning was classified into four categories that were interpreted as mental models according to Vosniadou{\textquoteright}s framework theory. Only about 5\% of the seventh graders and 10\% of the ninth graders seem to grasp the scientific model Motion that leads to the concept of gravity.},
	keywords = {conceptual change, mental model, physics education, secondary school, weight},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284915.pdf},
	author = {Olavi Hakkarainen and Maija Ahtee}
}
