@article {1315,
	title = {RAISING QUALITY OF PHYSICS EDUCATION: CONTRIBUTION OF JBSE OVER THE PAST ISSUES },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {744-748},
	abstract = {I have worked more than thirty years in physics education (as some of the readers of this journal), many years as a secondary school physics teacher in various curricula (as some of the readers), and more than 20 years at university doing research and preparing future physics teachers (as some or readers). I am also the author of a physics textbook for secondary education, and now I am working on a new one. Naturally, I would like to have the new textbook, like my other outputs, based on the current state of knowledge and well-developed and well-applied theories behind physics education. And here is the seed of the question - how does our journal contribute to raising the quality of our outputs {\textendash} in my case, increasing the quality of physics education? I first look at the goals of physics education. Here, I use the most straightforward taxonomy of goals presented in (Demkanin 2013): goals related to attitudes of society to science, goals related to methods of science, and goals related to particular knowledge. The last one I split into two sub-goals {\textendash} knowledge selected to develop methods and attitudes and knowledge selected to raise the quality of living and general scientific culture. Of course, the goals we can reach by means {\textendash} by the methods of education {\textendash} methods of teaching and learning. So, let{\textquoteright}s look at a few previous issues of JBSE and at the contributions having the potential to raise the quality of physics education. I have mentioned only some of the contributions I will probably use in the next few years. I tried to focus on physics education, not explicit chemistry or biology education, even if some of such articles could be fully relevant to my work. },
	keywords = {general scientific culture, physics education, physics teachers, secondary school},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.744},
	url = {https://oaji.net/articles/2023/987-1697653188.pdf},
	author = {Peter Demkanin}
}
@article {1307,
	title = {THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {August/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {653-667},
	abstract = {This study on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow{\textquoteright}s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. },
	keywords = {energy concept, learning outcomes, lower secondary science curriculum, relevance in science education, SOLO taxonomy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.653},
	url = {https://oaji.net/articles/2023/987-1693507974.pdf},
	author = {Lauri K{\~o}lamets and Heili Kasuk and Jack Holbrook and Rachel Mamlok-Naaman}
}
@article {1342,
	title = {THE RESEARCH STATUS OF FORMATIVE ASSESSMENT IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1103-1119},
	abstract = {Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education were cited more than 100 times. The three most cited studies were published in Assessment in Education: Principles, Policy, and Practice. The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion. },
	keywords = {bibliometric analysis, formative assessment, science education, SCOPUS},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1103 },
	url = {https://oaji.net/articles/2023/987-1702729392.pdf},
	author = {Yulian Zhang and Weijun Wang and Yi Xian and Xianfeng Wang and Jiabin Huang}
}
@article {1257,
	title = {RESEARCH-BASED TEACHING: ANALYZING SCIENCE TEACHERS{\textquoteright} PROCESS OF UNDERSTANDING AND USING ACADEMIC PAPERS TO TEACH SCIENTIFIC CREATIVITY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {57-72},
	abstract = {Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45{\textendash}hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.},
	keywords = {case study, research-based teaching, scientific creativity, teacher{\textquoteright}s learning process, teaching plan},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.57},
	url = {https://oaji.net/articles/2023/987-1676960659.pdf},
	author = {Jongwon Park and Hye-Gyoung Yoon and Insun Lee}
}
@article {1219,
	title = {RASCH MODELLING TO EVALUATE REASONING DIFFICULTIES, CHANGES OF RESPONSES, AND ITEM MISCONCEPTION PATTERN OF HYDROLYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {817-835},
	abstract = {This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: 〖〖Na〗_5 P〗_3 O_10, NaOCl and 〖〖(NH〗_4)〗_2 〖SO〗_4. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students{\textquoteright} reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution{\textquoteright}s pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students{\textquoteright} abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students{\textquoteright} conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students{\textquoteright} chemical conceptual reasoning difficulties based on Rasch modeling.},
	keywords = {hydrolysis, misconception, Rasch model, reasoning difficulties},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.817},
	url = {https://oaji.net/articles/2022/987-1667236909.pdf},
	author = {Laliyo, L. A. R. and La Kilo, A and Mardjan Paputungan and Wiwin Rewini Kunusa and Lilan Dama and Citra Panigoro}
}
@article {1223,
	title = {RESEARCH TRENDS AND ISSUES INCLUDING COMPUTATIONAL THINKING IN SCIENCE EDUCATION AND MATHEMATICS EDUCATION IN THE REPUBLIC OF KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {875-887},
	abstract = {Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: 1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problem-solving activities using computers, and mathematics education mostly utilizes the {\textquoteleft}abstraction{\textquoteright} related approach. 2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. 3) CT education in science and mathematics education has used a convergence education approach (STEAM education). },
	keywords = {computational thinking, mathematics education, research trend analysis, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.875},
	url = {https://oaji.net/articles/2022/987-1667237304.pdf},
	author = {Woongbin Park and Hyuksoo Kwon}
}
@article {963,
	title = {THE ROLE OF MATH AND SCIENCE EXPOSURE ON THE EFFECT OF 5E INSTRUCTIONAL MODEL IN PHYSICS CONCEPTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {10-20},
	abstract = {5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factorial research design, the conceptual understanding of 172 undergraduate students was evaluated before and after the experiment. These participants were distributed into four groups with different programs. The result revealed that both 5E instructional model and previous learning experiences contributed to the conceptual learning of students in mechanics. Those students who received 5E instructional model and whose exposure to science and math courses is high, gained the highest increase in the mean score after the experiment. This suggests that the effectiveness of 5E instructional model can be fully achieved if the knowledge and skills essential to learning and conceptual change were properly established from previous learning experiences and activities.},
	keywords = {5E Model, conceptual change, conceptual learning, learning cycle, prior knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.10},
	url = {http://oaji.net/articles/2021/987-1611648389.pdf},
	author = {Michael Allan A. Bahtaji}
}
@article {829,
	title = {RESEARCH-ORIENTED COLLABORATIVE INQUIRY LEARNING MODEL: IMPROVING STUDENTS{\textquoteright} SCIENTIFIC ATTITUDES IN GENERAL CHEMISTRY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-120},
	abstract = {Promoting students{\textquoteright} attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers{\textquoteright} attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students{\textquoteright} scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students{\textquoteright} scientific attitudes compared to conventional teaching methods.},
	keywords = {collaborative inquiry learning, general chemistry, pre-service chemistry teachers, research-oriented learning, scientific attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.108},
	url = {http://oaji.net/articles/2020/987-1581269848.pdf},
	author = {Eli Rohaeti and Anti Kolonial Prodjosantoso and Irwanto}
}
@article {854,
	title = {REVIEW OF TRENDS IN PHYSICS EDUCATION RESEARCH USING TOPIC MODELING},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {388-400},
	abstract = {For both physicists who teach students in university and physics educators, how physics should be taught is a vital question. This study reviewed the trends of research in the field of physics education to identify the status of physics education research and help researchers in future studies. 2,959 articles were collected from the American Journal of Physics (AJP) and 745 articles from the Physics Review Physics Education Research (PRPER). Abstracts of the collected articles were used for the study. After preprocessing the texts of the abstracts, topics were extracted from the texts using topic modeling. The Late Dirichlet Allocation (LDA) model of Mallet was used for topic modeling. A total of 13 topics were extracted from the two journals. In recent years, {\textquotedblleft}pedagogical content of knowledge (PCK),{\textquotedblright} {\textquotedblleft}assessment{\textquotedblright} of achievement and {\textquotedblleft}gender{\textquotedblright} of student have been topics of increasing interest; {\textquotedblleft}teacher education{\textquotedblright} and {\textquotedblleft}students{\textquoteright} reasoning process{\textquotedblright} have been topics with continuous high interest, and {\textquotedblleft}introductory physics{\textquotedblright} and {\textquotedblleft}problem solving{\textquotedblright} in physics have been topics with decreasing interest.},
	keywords = {physics education, physics education research, research trend, topic modeling},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.388},
	url = {http://oaji.net/articles/2020/987-1591087680.pdf},
	author = {Eunjeong Yun}
}
@article {794,
	title = {RECONCEPTUALIZING AND FIELD TESTING THE SCIENTIFIC LITERACY FRAMEWORK BY EXPLORING THE ASPECT OF SCIENTIFIC LITERACY IN TURKISH SCIENCE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {681-691},
	abstract = {The aim of this research was twofold. The first aim was to revise the existing scientific literacy framework developed by Boujaoude in accordance with the current literature about scientific literacy. The second aim was to explore how the aspects of scientific literacy were reflected in the Turkish science curriculum using the revised framework. The impact of science and technology on environment resulted in the need for both scientifically and environmentally literate individuals and therefore, any framework examining scientific literacy should include the interaction between science, technology, society, and environment as an aspect. Moreover, a new aspect was suggested for the framework, the affective side of science, considering the affective outcomes of science education. Finally, the science curriculum from grades 3 to 8 was analyzed using the revised framework. Results showed that the revisions on the framework resulted in a more rigorous framework which evaluates scientific literacy more precisely. Moreover, the results about the analysis of science curriculum indicated that the knowledge of science and the investigative nature of science were reflected in the objectives of the curriculum more than other aspects. The results and implications were discussed. },
	keywords = {affective domain, document analysis, Science Curriculum, science education, scientific literacy framework},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.681},
	url = {http://oaji.net/articles/2019/987-1571126948.pdf},
	author = {Mustafa Cansiz and Nurcan Cansiz}
}
@article {817,
	title = {REGIONAL EDUCATIONAL EQUITY: A SURVEY ON THE ABILITY TO DESIGN SCIENTIFIC EXPERIMENTS OF SIXTH-GRADE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {971-985},
	abstract = {Due to the vast territory, there are problems of unbalanced development of education and students{\textquoteright} ability level in China. In order to explore the relation between regional education equity and the development of students{\textquoteright} scientific ability, and to better promote the development of education and students{\textquoteright} growth, it is urgent to carry out the research. In the context of regional coordinated development, stratified random sampling and cluster sampling were used to study the ability to design scientific experiments of 742 sixth-grade students in Beijing. The results showed that, first of all, the ability to design scientific experiments of 742 sixth-grade students in Beijing was low and the developmental level was not coordinated. Secondly, there was a significant correlation between gender and students{\textquoteright} ability to design scientific experiments. In addition, there was a significant negative correlation between districts and the ability to guess and predict. Finally, significant positive correlations were found among the internal structures of ability to design scientific experiments. Therefore, in order to promote the coordinated development of students{\textquoteright} ability to design scientific experiments, this paper puts forward effective suggestions in four aspects: improving science teachers{\textquoteright} professionalism, offering experimental resources, updating teaching philosophy and strengthening curriculum construction.},
	keywords = {experimental design, primary school students, regional educational equity, science education, scientific experiments},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.971},
	url = {http://oaji.net/articles/2019/987-1576226522.pdf},
	author = {Yang Xiantong and Zhang Mengmeng and Song Xin and Hou Lan and Wang Qiang}
}
@article {797,
	title = {THE RELATION BETWEEN TEACHERS{\textquoteright} ATTITUDES TOWARDS RENEWABLE ENERGY SOURCES AND CRITICAL THINKING DISPOSITIONS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {717-731},
	abstract = {In this research, it was aimed to explore the relation between attitude towards renewable energy sources and critical thinking disposition. For this purpose, relational survey model was used in the research. The research group consisted of 468 prospective teachers studying in faculty of education in a public university in the fall semester of 2018-2019 academic year. Renewable Energy Sources Attitude Scale in order to evaluate prospective teachers{\textquoteright} attitudes towards renewable energy sources, and Critical Thinking Disposition Scale for evaluating critical thinking dispositions were used. In the research, the relation between the data set for attitude towards renewable energy sources comprising of variables which are application request, importance of education, country interest, environmental awareness and investments and the data set for critical thinking disposition comprising of variables which are metacognition, flexibility, systematicity, tenacity-patience, open-mindedness by the canonical analysis. As a result of the canonical correlation analysis, a significant relation was found between the attitudes towards renewable energy sources and the critical thinking dispositions and it was found that the common variance shared between the data sets was 22.23\%. },
	keywords = {critical thinking disposition, prospective teachers, relational survey model, renewable energy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.717},
	url = {http://oaji.net/articles/2019/987-1571127131.pdf},
	author = {Gokhan Guven and Nevin Kozcu Cakir}
}
@article {768,
	title = {THE RELATION OF GENDER AND TRACK ON HIGH SCHOOL STUDENTS{\textquoteright} ATTITUDE TOWARD CONVERGENCE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {417-434},
	abstract = {Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students{\textquoteright} attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students{\textquoteright} attitude toward convergence on the construct of interest and self-efficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students{\textquoteright} attitude toward convergence.},
	keywords = {attitude toward convergence, female, humanities track, male, science track},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.417},
	url = {http://oaji.net/articles/2019/987-1559372478.pdf},
	author = {Yustika Sya{\textquoteright}bandari and Minsu Ha and Jun-Ki Lee and Sein Shin}
}
@article {765,
	title = {RESEARCH TRENDS AND ISSUES OF EDUCATION FOR SUSTAINABLE DEVELOPMENT-RELATED RESEARCH IN SOUTH KOREA},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {379-388},
	abstract = {The aim of this research was to explore research trends and issues in Education for Sustainable Development (ESD) in South Korea. To accomplish this, we conducted an analysis of 222 peer-reviewed journal papers related to ESD in South Korea. The research concentrated on identifying four characteristics of ESD research: 1) key publication features, 2) the research topics described, 3) the research design employed, and 4) the types of sample/subjects. The results showed that the initial ESD research began in South Korea in 2005, and the number of the journal papers has increased since 2010. Regarding research topics, more research has been conducted on establishing conceptual or theoretical foundations related to ESD. Moreover, teachers{\textquoteright} attitudes or perceptions and program development associated with sustainable development were studied in depth. There were similar ratios of the theoretical research, quantitative research, and qualitative research regarding research design but mixed methods studies indicating the least ratio. Content analysis was the most prevalent analysis technique for quantitative/mixed ESD research. Regarding data sources or participants, the most common data source was the literature. Several research suggestions were made for assessing ESD programs and in-service teachers{\textquoteright} ESD professional development. },
	keywords = {ESD, research trends, science education, South Korea, Technology Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.379},
	url = {http://oaji.net/articles/2019/987-1559372259.pdf},
	author = {Hyuksoo Kwon and Eunsang Lee}
}
@article {740,
	title = {ROLE AND MEANING OF FUNCTIONAL SCIENCE, TECHNOLOGICAL AND ENGINEERING LITERACY IN PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {132-146},
	abstract = {Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? 
The present research aimed to explore how students in today{\textquoteright}s schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects.
},
	keywords = {engineering functional literacy, functional literacy, key competence, Problem Solving, science functional literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.132},
	url = {http://oaji.net/articles/2019/987-1550083179.pdf},
	author = {Zvonka Cencelj and Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {661,
	title = {REASONS OF STUDENT DIFFICULTIES WITH RIGHT-HAND RULES IN ELECTROMAGNETISM},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {320-330},
	abstract = {In electromagnetism, to determine the direction of the electromagnetic force and magnetic field, the right-hand rule (RHR) is used. Previous researches show that students have difficulty in applying the RHR. This research is aimed to find out the factors which make it difficult for the students to apply the RHR. To achieve this, qualitative case study design is used and 270 students who took Basic Physics II course at university participated. The Right-Hand Rule-Diagnostic Test (RHR-DT) and the unstructured interview were used as data collection tools. In the analysis of the data, firstly, the right-hand types used by the students were determined. Then the right-hand types used by the students in the solution of each task are presented. After that, eight of these students were interviewed about their RHR-DT answers and those interviews were video recorded. Video recordings are divided into three categories according to the level of students: upper, middle and lower. According to the results of this research, it can be said that the conceptual understanding of electromagnetism, the vector algebra and spatial cognition effect the usage of the RHR. In the light of research results, suggestions were made for the teaching of RHR to physics teachers. },
	keywords = {Conceptual Understanding, magnetism education, right-hand rule, spatial cognition, vector algebra},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.320},
	url = {http://oaji.net/articles/2017/987-1523527660.pdf},
	author = {Erdo{\u g}an {\"O}zdemir and Mustafa Coramik}
}
@article {620,
	title = {THE RELATIONSHIP BETWEEN ENROLMENT IN BIOLOGY, HIV/AIDS KNOWLEDGE AND RELATED BEHAVIOUR AMONG SOUTH AFRICAN SCHOOLGIRLS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {898-907},
	abstract = {In spite of integrating HIV/AIDS education in South African curricula the prevalence of HIV in 2016 was the highest since 2002. HIV infection rate is particularly high among schoolgirls compared with boys. Using a closed-ended questionnaire, this quantitative survey research compared Biology and non-Biology schoolgirls{\textquoteright} (n=291) behavioural intention, Health Literacy and HIV/AIDS Literacy to determine if enrolling for Biology, and subsequently learning about the scientific nature of HIV/AIDS would reduce risk behaviour among schoolgirls. Results indicate that Biology students have higher Health Literacy and HIV/AIDS Literacy than non-Biology students. The behavioural intentions of both groups were not significantly different. Health Literacy and HIV/AIDS Literacy did not correlate significantly with behavioural intention, which were indicative of risk behaviour. These findings suggest that enrolling for Biology and other science subjects and subsequently learning about HIV/AIDS may not reduce risk behaviour among schoolgirls.},
	keywords = {behavioural intention, biology students, health literacy, HIV/AIDS literacy, South African schoolgirls},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.898},
	url = {http://oaji.net/articles/2017/987-1513970930.pdf},
	author = {Lindelani Mnguni}
}
@article {589,
	title = {REVISITING STUDENTS{\textquoteright} PERCEPTIONS OF RESEARCH SCIENTISTS {\textendash} OUTCOMES OF AN INDIRECT DRAW-A-SCIENTIST TEST (InDAST)},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {562-575},
	abstract = {What is the image of research scientists in students{\textquoteright} minds? Studies in this area have been underway for more than fifty years and suggest that scientists are perceived as bespectacled men in lab coats, working alone in rooms full of basic lab glassware. This image has been derived mainly from the analysis of drawings, known as the Draw-A-Scientist Test (DAST). However, DAST instructions are based on the word, {\textquotedblleft}scientists{\textquotedblright}, the meaning of which seems too narrow for today{\textquoteright}s world and not reflecting the wide range of STEM-based research careers. Moreover, the instructions can predetermine the number and gender of people in the picture. For this reason, a new tool has been developed which provides an indirect analysis {\textendash} the Indirect Draw-A-Scientist Test (InDAST). The new instrument was used in an experiment with secondary-school students (n = 851), and the resulting image of the scientist was compared with an earlier experiment that employed the original DAST instructions. The results showed that the basic attributes, appearance, and workplace of scientists are similar in both studies, but the new procedure disproved the theory that scientists are perceived as men working alone and that female students do not see themselves as scientists.},
	keywords = {drawings analysis, gender and science, image of scientists, scientist stereotype, STEM careers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.562},
	url = {http://oaji.net/articles/2017/987-1503905214.pdf},
	author = {Pawe{\l} Bernard and Karol Dudek}
}
@article {504,
	title = {THE RELATIONSHIP BETWEEN SECONDARY SCHOOL STUDENTS{\textquoteright} SELF-REGULATED LEARNING SKILLS AND CHEMISTRY ACHIEVEMENT},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {312-324},
	abstract = {Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students{\textquoteright} task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students{\textquoteright} time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management. },
	keywords = {chemistry achievement, direct and indirect effects, path model, secondary school students, self-regulated learning skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.312},
	url = {http://oaji.net/articles/2016/987-1482422379.pdf},
	author = {{\c S}enol {\c S}en}
}
@article {491,
	title = {RELATIONSHIPS AMONG TURKISH PRE-SERVICE SCIENCE TEACHERS{\textquoteright} GENETICS LITERACY LEVELS AND THEIR ATTITUDES TOWARDS ISSUES IN GENETICS LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {159{\textendash}172 },
	abstract = {The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers{\textquoteright} knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers{\textquoteright} genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers{\textquoteright} self-perceived interest, knowledge and importance of genetics, gender, academic achievement, socioeconomic status (household income, employment status and educational level of parents) are related to the their genetics literacy levels and attitudes towards various genetics literacy issues. Data was collected from 355 pre-service science teachers through administration of Genetics Literacy Assessment Inventory and Attitudes towards Issues in Genetics Literacy Scale. Canonical correlation analysis suggested that self-perceived interest and importance in genetics literacy issues, gender and parents{\textquoteright} educational levels were positively associated with participants{\textquoteright} genetics literacy levels, as well as attitudes towards the use of genetic information, gene therapy, and gene therapy applications. On the other hand, self-perceived knowledge, GPA, household income, employment status of parents were not found to be associated.},
	keywords = {Attitude, genetics literacy, pre-service science teachers, socio-demographic variables},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.159},
	url = {http://oaji.net/articles/2016/987-1481916765.pdf},
	author = {{\"U}mran Bet{\"u}l Cebesoy and Ceren {\"O}ztekin}
}
@article {495,
	title = {RESEARCH ON THE COGNITIVE LEVEL OF STUDENTS{\textquoteright} PERCEPTIONS OF PHYSICS MODELS AND MODELING MECHANISM IN CHINESE HIGH SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {April/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {204{\textendash}215 },
	abstract = {Scientific model has been advocated as a central role of teaching in science education reform all over the world, with the critical method to achieve one of the goals of science education to promote scientific models and modeling. To find the students{\textquoteright} perceptions of cognitive level of physics models and their modeling mechanism, firstly, research progress in scientific models and modeling are summarized. Then, 39 experts and 8 researchers are chosen to do the three-stage questionnaire and interview, and 1576 students are selected from junior high school and 1625 students from senior high school to do the empirical study. The classification and cognitive level of physics models perceived by high school students have been founded as well as the influence on schools and regions. Finally, regression analysis on the model construction process of students is conducted. The result shows the cognitive level of scientific models held by students, appeared in Chinese national curriculum standards and national examination requirements are equivalent, but there are also some differences among students{\textquoteright} learning, curriculum standards and examination requirements. A specific classification of the models based on the comprehensive understanding systems is conducted, and the impact on learning among different schools and regions and inherent relationship on the cognitive level of physics models are founded. },
	keywords = {cognitive level, modeling mechanism, physics model, scientific model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.204},
	url = {http://oaji.net/articles/2016/987-1481917063.pdf},
	author = {Jingying Wang and Yue Zhang and Weizhao Shi}
}
@article {531,
	title = {RUNNING DETAILS ON THE TWO MOVEMENTS IN THE INTELLECTUAL HISTORY OF SCIENCE AND IDEAS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {660{\textendash}661 },
	abstract = {A long tradition concerning the causes of the planetary movements existed as to the movements on the earth: the so called problem de motu locali. Starting from late middle Ages many criticisms were carried out against the Aristotelian doctrine of natural and violent motions. A well accredited and historically coherent theory to explain the movement and the change of movement was the medieval theory of impetus substantially developed by Jean Buridan (ca. 1300{\textendash}ca. 1360) and by Nicolas d{\textquoteright}Oresme (1320? 1325?{\textendash}1382) on the basis of ideas that came back to John Philoponus (490{\textendash}570). },
	keywords = {history of science, medieval theory, planetary movements, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.660},
	url = {http://oaji.net/articles/2016/987-1482502576.pdf},
	author = {Raffaele Pisano}
}
@article {419,
	title = {THE RELATION BETWEEN SCIENCE STUDENT TEACHERS{\textquoteright} EDUCATIONAL USE OF WEB 2.0 TECHNOLOGIES AND THEIR COMPUTER SELF-EFFICACY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {142-154},
	abstract = {The rapid increase in the use of Web 2.0 technologies has led to changes in school curricula because they are a powerful tool for developing innovative ways of teaching and learning. These technologies have also changed how teacher education programmes prepare pre-service teachers. Thus, as a predictor, pre-service teachers{\textquoteright} self-efficacy is important for the development of their computer skills. A descriptive research design was employed. The data were collected using a Web 2.0 technologies educational usage scale and a computer-related self-efficacy perception scale. The sample of the study involved 146 (F: 70, M: 76) student teachers in a teacher education course at Ziya G{\"o}kalp Education Faculty of Dicle University during the 2011-2012 academic year. The data were analysed using means, t-tests, and one-way ANOVAs. The study revealed that student teachers used Facebook the most frequently to communicate, access class material, hold discussions and form academic groups. Student teachers with Internet access at home used Web2.0 technologies more frequently than those without Internet access at home. The frequent use of Web 2.0 by student teachers provides teachers with the possibility for more student-centred learning activities in the classroom.},
	keywords = {science student teachers, SCIENCE teachers, teacher education, Web 2.0 technologies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.142},
	url = {http://oaji.net/articles/2016/987-1462908504.pdf},
	author = {H{\"u}lya Aslan Efe}
}
@article {468,
	title = {RELATIONSHIPS AMONG PHYSICAL EDUCATION TEACHERS{\textquoteright} PSYCHOLOGICAL CAPITAL, WORK STRESS, AND CREATIVE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {744{\textendash}752},
	abstract = {The purpose of this study was to explore the relationships among physical education teachers{\textquoteright} psychological capital, work stress, and creative teaching at junior and senior high school levels. The questionnaire was distributed to 58 schools in Taiwan and research sample were junior and senior high school physical education teachers. 395 questionnaires were distributed, 369 questionnaires were valid for statistical analysis. Hierarchical regression was used to test the impact of teachers{\textquoteright} psychological capital on their work stress and creative teaching. The findings showed that while self-efficacy, hope, and optimism of psychological capital significantly influenced teachers{\textquoteright} creative teaching positively, personal interaction and professional knowledge of work stress express negative impacts. In addition, it was found that teachers with higher personal interaction stress and higher professional knowledge stress had lower creative teaching. The study suggests to increase physical education teachers{\textquoteright} psychological capital and enhance teachers{\textquoteright} creative teaching and students{\textquoteright} satisfaction.},
	keywords = {creative teaching, physical education teachers, psychological capital, work stress},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.744},
	url = {http://oaji.net/articles/2016/987-1479544015.pdf},
	author = {Hsiu-Chin Huang and Li-Wei Liu and Huey-Hong Hsieh and Chia-Ming Chang}
}
@article {408,
	title = {RETHINKING TRADITIONAL SCIENCE TEACHING THROUGH INFUSING ICT LEARNING EMBEDDED BY A {\textquoteleft}LEARNING-AS-DESIGN{\textquoteright} APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {The South African Department of Basic Education (DoBE) has been promoting constructivist learning principles, the development of higher order thinking, the implementation of ICT (Information and Communication Technology) (Department of Education, 2004; Du Plessis, 2014) and the development of critical outcomes such as problem solving, critical thinking, collaboration, self-management, finding and analysing information, developing effective communicating skills, assisting learners to use science and technology effectively as well as promoting effective learning strategies (Department of Education, 2004). The use of ICTs to promote teaching and learning has also been high on the agenda of the DoBE (2004; 2007). However, it appears that the use of ICT within South African schools is {\textquoteleft}bolted-on{\textquoteright} on to the curriculum as an added extra, resulting that integration with school subjects is minimal (Du Plessis, 2010). The above is probably prevalent outside the South African context too in many other schools all over the globe.},
	keywords = {computer laboratory, Science Curriculum, science learning, science teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.04},
	url = {http://oaji.net/articles/2016/987-1462907838.pdf},
	author = {Andr{\'e} Du Plessis}
}
@article {436,
	title = {A RISK PERCEPTION MODEL OF CLIMATE CHANGE FOR UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {339-350},
	abstract = {This study establishes a behavioral model for university students by utilizing the theories of planned behavior and value-belief-norm, and proposes key latent variables for risk perception toward climate change to establish a structural equation model. Partial least squares analyses and three indicators are utilized to test the reliability, validity, and goodness-of-fit of the model. This study establishes a mixed model with formative and reflective indicators, and assesses both environmental concern and personality traits as formative indicators. Using standardized path coefficients, eight out of 10 paths demonstrate statistical significance, indicating that environmental value and environmental attitudes influence environmental behavior. Three of the five included personality traits (e.g., agreeableness, extraversion, and openness) demonstrate a positive correlation with environmental behavior and environmental attributes. Individuals{\textquoteright} risk perception positively influences their environmental value, environmental attitudes, and environmental behavior with respect to climate change. },
	keywords = {climate change, environmental behavior, partial least square, personality trait},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.339},
	url = {http://oaji.net/articles/2016/987-1479497044.pdf},
	author = {Shyang-Chyuan Fang and Tai-Yi Yu}
}
@article {355,
	title = {THE RELATIONSHIP BETWEEN PRE-SERVICE TEACHERS{\textquoteright} PHYSICS ANXIETY AND DEMOGRAPHIC VARIABLES},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {201-215},
	abstract = {The purpose of this study was to investigate the relationship between pre-service teachers{\textquoteright} physics anxiety and gender, grade point average (GPA), major of study, and high school type they graduated. The sample consisted of 849 pre-service teachers of different majors. Data were collected, using the Physics Anxiety Rating Scale (PARS) at the beginning of the semester. Post-semester data were obtained from 175 pre-service teachers who were included in the pre-semester data. Results revealed gender difference in physics anxiety. Females scored higher on the PARS and its factors than males. It was found that students with medium GPA scored lower on the whole anxiety scale than students with low and high GPA. Pre-service primary teachers scored higher on the PARS than all other majors. High school type had an effect on physics anxiety, vocational high school graduates being the highest physics anxious of all. One semester of traditional physics instruction did not seem to have a significant influence on students{\textquoteright} physics anxiety. Implications of the results were discussed for instructional purposes and future studies.},
	keywords = {physics anxiety rating scale, science anxiety},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.201},
	url = {http://oaji.net/articles/2015/987-1437063120.pdf},
	author = {Mehmet {\c S}ahin}
}
@article {368,
	title = {RESEARCH ON THE PSEUDO-SCIENTIFIC BELIEFS OF PRE-SERVICE SCIENCE TEACHERS: A SAMPLE FROM ASTRONOMY-ASTROLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {381{\textendash}393 },
	abstract = {The purpose of this study was to determine perceptions embraced by preservice science teachers on astrology, which is defined as a pseudo-science. It also aimed to reflect their abilities to distinguish between science and pseudo-science through the examples of astronomy {\textendash} astrology. Twenty-nine grade 4 preservice teachers studying Science Education participated in the study. Among the qualitative research patterns, the phenomenological approach was used for the study. Data were collected through an open-ended question form, group discussion records, and research assignments, while individual interviews were conducted where necessary. Open coding was used for the evaluation of the data, and the validity of the study was obtained through verifications of preservice teachers on themes and theories during the interviews. The findings of the study showed that a vast majority of preservice teachers perceived astrology as a field of science or a subfield of astronomy. Quite a few preservice teachers expressed that astrology was a nonscientific field and that knowledge obtained through astrology could not be considered as scientific knowledge.},
	keywords = {astrology, astronomy, pre-service science teachers, pseudo-science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.381},
	url = {http://oaji.net/articles/2015/987-1437679352.pdf},
	author = {Aysun Oztuna Kaplan}
}
@article {342,
	title = {THE ROLE OF COGNITIVE SCRIPTS IN THE ORGANIZATION OF CAMPUS TOURS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {32-45},
	abstract = {The aim of off-campus educational activity guides are to expand the knowledge of participants; however, visitors often rate tours according to the quality of their experience, rather than by what they have learned. Thus, ensuring that visitors are engaged requires that tour guides be able to identify the needs and expectations of visitors. This study sought to contextualize campus tours using four dramaturgical elements: {\textquotedblleft}Actors{\textquotedblright} (tour guides), "audience{\textquotedblright} (visitors); {\textquotedblleft}setting{\textquotedblright} (campus); {\textquotedblleft}performance{\textquotedblright} (the tour). Dramaturgy and cognitive scripts were combined to form the research basis of this study. Free association models were employed to rank the sites subjects most wish to visit and service blueprints were used to illustrate how campus tour services should be organized and delivered. This study provides a comprehensive analysis of the processes used to decipher complex service encounters as well as concrete examples of their application.},
	keywords = {cognitive script, field trip, informal education, tour guide},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.33},
	url = {http://oaji.net/articles/2015/987-1437062143.pdf},
	author = {Wen-Wei Chiang and Feng-Hsien Tu and Chia-Ju Liu}
}
@article {341,
	title = {THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS{\textquoteright} TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-31},
	abstract = {Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students{\textquoteright} transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students{\textquoteright} general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students{\textquoteright} general inquiry knowledge, and these are related with the level of transformative inquiry skills.},
	keywords = {computer-supported inquiry learning, general inquiry knowledge, transformative and regulative inquiry processes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.19},
	url = {http://oaji.net/articles/2015/987-1437062082.pdf},
	author = {Mario M{\"a}eots and Margus Pedaste}
}
@article {281,
	title = {A READING CURRICULUM FOR THE HOMO ZAPPIENS GENERATION: NEW CHALLENGES, NEW GOALS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {92-106},
	abstract = {A new model for a 21st century reading curriculum (RC), needed as a consequence of the changes made by new technologies on human brains in the last two decades, will be presented. Cognitive science warns that some of these changes can seriously threaten the science learning process in school. This of course has implications for the educational system {\textendash} including, perhaps primarily, the RC. A RC for the {\textquotedblleft}Homo zappiens{\textquotedblright} (HZ) generation should comprise of two kinds of reading competences: informative and explicatory reading/learning texts strategies (=off-line reading competence); ICT reading/learning strategies (= on-line reading competence). Both of these are essential for reading, especially for reading both types of natural science texts: those on the screen and those on the paper -in the natural science textbook and in the secondary science literature. The results of the meta-analysis, which was used to examine the basis for implementing a reading curriculum for Homo zappiens by natural science teachers in the near future, are an important part of our research. The question is crucial and relevant because research has proven a strong connection between reading competence, reading comprehension and learning success generally, particularly in a science field. The results have shown a strong absence of interest among natural science teachers regarding reading competence for comprehension of science texts.},
	keywords = {comprehension strategies, natural science, reading strategies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.92},
	url = {http://oaji.net/articles/2015/987-1425757826.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {276,
	title = {THE RELATIONSHIP BETWEEN SELF-EFFICACY, SELF-REGULATED LEARNING STRATEGIES AND ACHIEVEMENT: A PATH MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {21-33},
	abstract = {This structural equation modeling study aimed to investigate both direct and indirect relationships among self-efficacy for learning and performance, cognitive self-regulated learning strategies (CSR), metacognitive self-regulated learning strategies (MSR), time and study environmental management strategies (TSEM), effort regulation strategies and biology achievement of Turkish high schools students. Results of a path analysis showed that students who have high self-efficacy, MSR, TSEM and organizational strategies to complete a task in the face of difficulties can become successful in biology. Also, the findings were found that higher levels of self-efficacy directly associated with CSR, MSR, TSEM and effort regulation strategies. Moreover, mediator analyses explained several mediator effects between these variables that are discussed with the importance of motivational and learning strategies in achievement.},
	keywords = {biology achievement, resource management strategies, self-efficacy, self-regulated learning strategies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.21},
	url = {http://oaji.net/articles/2015/987-1425757563.pdf},
	author = {Ozlem Sadi and Miray Uyar}
}
@article {292,
	title = {RESULTS OF PISA AND EVALUATION OF COMPUTER SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {June/2013},
	type = {Original article},
	chapter = {234-248},
	abstract = {In the PISA scientific literacy monitoring carried out in 2006 and 2009 Slovak students achieved results below the OECD average scores while Czech students achieved significantly better results. Following the PISA results there was carried out a research aimed at evaluation of the current state of computer science education/informatics teaching at an upper secondary school level in both countries and moreover also in Belgium. In all three concerned countries a lack of textbooks of an appropriate quality was identified as a main weakness. Further identified weaknesses were: in Slovakia a problem of a lack of tasks attractive for students, in the Czech Republic a weak attractiveness of the teacher{\textquoteright}s presentation of new material for students and identically to Belgium a lack of engagement of students in tasks solved in class. Positively evaluated was: in Slovakia attractiveness of the curriculum and methods of new material presentation by teachers, and in the Czech Republic and Belgium clarity of the teacher{\textquoteright}s presentation of new curriculum.},
	keywords = {current state of computer science education, evaluation of informatics teaching, international comparison, monitoring of students{\textquoteleft} scientific literacy, strengths and weaknesses of informatics teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.234 },
	url = {http://oaji.net/articles/2015/987-1425758806.pdf},
	author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek}
}
@article {268,
	title = {THE RELATIONSHIPS BETWEEN UNIVERSITY STUDENTS{\textquoteright} ORGANIC CHEMISTRY ANXIETY, CHEMISTRY ATTITUDES, AND SELF-EFFICACY: A STRUCTURAL EQUATION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {347-356 },
	abstract = {The purpose of this study is to examine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. Participants were 368 sophomore undergraduate students. In this study, the Organic Chemistry Anxiety Scale (O-CAS), the Chemistry Attitudes Scale, and the Self-efficacy Scale were used. Pearson correlation coefficient and structural equation modeling was utilized to determine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. In correlation analysis, organic chemistry anxiety was found negatively (r=-0.52) related to chemistry attitudes and self-efficacy (r=-0.36). According to path analysis results, chemistry attitudes were predicted positively (β=0.44) and organic chemistry anxiety predicted negatively (β= -0.16) by self-efficacy. Also chemistry attitudes predicted organic chemistry anxiety in a negative way (β=-0.44). The results were discussed in the light of literature.},
	keywords = {chemistry attitudes, organic chemistry anxiety, path analysis and self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.347},
	url = {http://oaji.net/articles/2014/987-1419169031.pdf},
	author = {Namudar {\.I}zzet Kurbano{\u g}lu and Ahmet Akin}
}
@article {244,
	title = {RESEARCH TRENDS IN SCIENCE EDUCATION FROM THE PERSPECTIVE OF JOURNAL OF BALTIC SCIENCE EDUCATION: A CONTENT ANALYSIS FROM 2002 to 2011},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {94-102},
	abstract = {The main aim of this research is to analyse ten volumes of Journal of Baltic Science Education (JBSE) according to the authors{\textquoteright} nationality and research topics of the articles published in the journal between 2002 and 2011. The journal published ten volumes, 27 issue and 166 articles since 2002. The articles were submitted by 343 authors from 31 countries. Statistical analyses show that the authors from Turkey are ranking highest in terms of the number of published papers. Latvia and Lithuania follow Turkey as second and third countries. The study found out that the articles regarding learning-conception, teaching, learning-context and goals, policy and curriculum most frequently investigated by the researchers. However, in 2002-2011, there is no article related to informal learning. The researchers gave less attention to cultural, social and gender issues when compared other research topics in the scope of JBSE.},
	keywords = {content analysis, Journal of Baltic Science Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.94},
	url = {http://oaji.net/articles/2014/987-1419167167.pdf},
	author = {Bulent Cavas and Pinar Cavas and Yasemin Ozdem and Miia Rannikmae and Hamide Ertepinar}
}
@article {199,
	title = {RESIDENT SCIENTISTS{\textquoteright} INSTRUCTIONAL PRACTICE AND THEIR PERCEIVED BENEFITS AND DIFFICULTIES OF INQUIRY IN SCHOOLS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {187-195},
	abstract = {This study determined the na{\textlnot}ture of the laboratory activities undertaken by Resident Scientists in high schools through a science education outreach project. This study also attempted to determine Resident Scientists{\textquoteright} perceived benefits and difficulties of students doing inquiry science activities in schools. A sample comprised eight Resident Scientists at a medium-sized University in Midwest of the USA. Resident Scientists were serving in a University-School partnership project funded by the National Science Founda{\textlnot}tion (NSF) GK-12 program. Data was collected through a questionnaire. Results show that the reported laboratory activi{\textlnot}ties were at guided and verification inquiry levels and nothing at structured and open inquiry levels. Resident Scientists recognized the important role of inquiry, benefits and difficulties for implementing inquiry in schools. Their perceived difficul{\textlnot}ties for inquiry in schools represent barriers for open inquiry in science classrooms. These findings have some implications for science learning, teaching and teacher education.},
	keywords = {inquiry oriented learning, resident scientist},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171938.pdf},
	author = {Frackson Mumba and William F. Mejia and Vivien Mweene Chabalengula and Simeon  Mbewe}
}
@article {175,
	title = {THE RELEVANT ASPECTS OF NATURAL SCIENCE EDUCATION HUMANIZATION},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Editorial},
	chapter = {140-144 },
	abstract = {It is obvious that the theories of Piaget and Bruner left some gaps in the assessment of the evolution of children{\textquoteleft}s individuality. Naturally, it was noticed by such famous researchers as Maslow, Rogers, etc. who were the classics of psychology. From the viewpoint of psychology, self actualization, self-expression, etc, are notably crucial aspects while the educational process is approached as the pupil{\textquoteleft}s intrinsic, controlled phenomenon. To some purpose, the Lithuania{\textquoteright}s National Concept of Education (1992) maintains that humanism is the assertion of human incomparable value, freedom of choice, and responsibility. As the reform of the Lithuanian educational system is still in progress more and more attention is focused on individual training and human values fostering. The present humankind has to solve a number of serious problems. Under the threat of the ecology catastrophe, concern for physical and spiritual health care is felt. All our relations with nature turn out to be problematic. The establishment of a harmonious correlation between nature and society becomes an important task. We cannot exclusively rely on knowledge and mind in any activity as these are not overall dimensions. We also understand having no opportunities to become the lords of nature. According to Nazarenko, ecology problems can be solved taking advantages of science and technology achievements. However, the dynamics of the process should become individual and public, high virtuous and ecologic culture (Nazarenko, 1993). A psychologist Asmolov proposes that the worst of it is that culture oriented towards benefit. Therefore, the humanization and socialization of natural science education is a relevant pedagogic problem.
Thus, contemporary school cannot be the only educational institution that trains the young generation for life {\textendash} it has to be life itself. The child should not have felt being under an obligation and trying to escape from it. In conclusion we can maintain that:
{\textbullet} the subjects of natural sciences have to help the child to accept the concept of healthy way of life;
{\textbullet} the unity of perceptive and practical activities is a very important condition for humanization, We have to integrate the scientific knowledge of the interaction of the system Nature -Human Being {\textendash} Society;
{\textbullet} human interrelationship among people should be fostered. 
{\textbullet} natural science education ruins the formed ethnic natural outlook independently of national culture and changes value-based orientation (Raman{\v c}ionis, 1996). },
	keywords = {contemporary school, humanistic criteria, humanization of the educational process, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740082.pdf},
	author = {Vincentas Lamanauskas}
}
@article {107,
	title = {REGIONAL AND GROUP DIFFERENCES IN THE FRAMEWORK OF INTERNATIONAL COMPARATIVE PROJECT ROSE IN LATVIA},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {March/2006},
	type = {Original article},
	chapter = {38-49},
	abstract = {Analysis of regional diferences and group differeces (gender, language of instruction) based on International Project ROSE was carried out. Conclusions based on coefficient Cohen{\textquoteright}s d and T-test for Independet samples justify remarkable diferences between the eastern part of Latvia called Latgale and the capital city Riga. It can be concluded that interest in natural sciences and its various themes in this field depend on the person, either a male or a female, firstly, and the language of instruction in school, secondly.
At the same time the language{\textquoteright} factor matters not exactly as the language itself, but it is dependent on the traditions in up-bringing in the family which form sound attitude to natural sciences and technology in general. Students with Russian as language of instruction are much more eager to explore themes in the field of natural sciences. 
The obtained results in Latvia are similar to the results in other countries. The shortage of regional data in other countries is an obstacle to carry out the reginal comparison on an international scale.},
	keywords = {comparative research, group differences, language of instruction, regional differences},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404214271.pdf},
	author = {Janis Gedrovics}
}
@article {75,
	title = {THE ROLE OF RESEARCHERS IN THE IMPLEMENTATION OF EDUCATIONAL POLICIES: THE FINNISH LUMA PROGRAMME (1996-2002) AS A CASE STUDY},
	journal = {Journal of Baltic Science Education},
	volume = {3},
	year = {2004},
	month = {March/2003},
	type = {Original article},
	chapter = {34-42},
	abstract = {The Finnish LUMA Joint National Action (1996{\textendash}2002) and related action, organised by the National Board of Education are introduced in general. A number of professional development projects for science teachers have been run through the Department of Applied Sciences of Education at the University of Helsinki in the context of the LUMA programme. Properties that made these projects successful are discussed and compared to previous research on how educational innovations are adopted for general use. 
Based on the official LUMA evaluation and our experiences in the PD-projects, some conclusions may be drawn. It is important that enough time be allocated for co-planning the whole project and each phase of the project. Teachers{\textquoteright} beliefs, current practices (teaching or learning methods used), and open questions should be identified and discussed during the goal-setting process of the PD-project. Meetings or training situations should be designed together with the teachers and organised in interesting places, such as factories or other places of work where principles can be demonstrated in a practical way. Moreover, the project itself should be run long-term.},
	keywords = {adoption of educational innovations, educational policy, in-service training of science teachers},
	issn = {1648-3898},
	author = {Jari Lavonen and Veijo Meisalo and Kalle Juuti}
}
@article {49,
	title = {RESEARCH AND DEVELOPMENT WORK FROM THE PERSPECTIVE OF COMPILING BALANCED CURRICULA FOR SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {2},
	year = {2003},
	month = {March/2003},
	type = {Original article},
	chapter = {5-11},
	abstract = {In this paper, research and development (R\&D) work in the context of the current reforms in science education is analyzed from the perspective of compiling balanced curricula and syllabi for teaching science. We argue that science as a subject taught is not a rigid body of knowledge, rather than a style of life in rapidly evolving society. We consider the ideal paradigm of science education today as well as in the future as teaching balanced science according to balanced curricula in strongly social context based on psychological and didactical treatment. The main aim of science education is to achieve scientific and technological literacy (STL) among the students, to improve public understanding of science, and currently, to prepare future citizens. Compiling of the balanced curricula for science education should begin from establishing balance between educational goals aimed by the formation of STL. Implementing the balanced curricula demands the compiling of the balanced instructional system including balanced strategies and methodology for teaching science.},
	keywords = {balanced curriculum, educational components, educational goals, scientific and technological literacy (STL)},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1503928012.pdf},
	author = {Aarne T{\~o}ldsepp and Vilja Toots}
}
