@article {1270,
	title = {VIEWS ON NATURE OF SCIENCE AND ATTITUDES TOWARD TEACHING NATURE OF SCIENCE AMONG CHEMISTRY STUDENTS IN SAUDI UNIVERSITIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {204-214},
	abstract = {Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers{\textquoteright} preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists{\textquoteright} methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists{\textquoteright} observations. No significant differences among students{\textquoteright} views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students{\textquoteright} views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers{\textquoteright} preparation programmes and suggest recognising chemistry department faculty members{\textquoteright} attitudes to developing students{\textquoteright} NOS concepts.},
	keywords = {attitudes toward teaching NOS, nature of science, university chemistry students, views on science and education (VOSE)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.204},
	url = {https://oaji.net/articles/2023/987-1681286375.pdf},
	author = {Norah A. Algarni and Nidhal Sh. Alahmad}
}
@article {826,
	title = {VALIDATION OF THE PROCEDURE FOR THE ASSESSMENT OF COGNITIVE COMPLEXITY OF CHEMICAL TECHNOLOGY PROBLEM TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {February/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {64-75},
	abstract = {The main problem in students{\textquoteright} lower achievement lies in the cognitive complexity of the problem. The aim of this research was to create and validate the procedure for the assessment of the cognitive complexity of chemical technology problem tasks. The procedure included the creation of Tables for assessing the difficulty of concepts in chemical technology problems and their interactivity, assessment of the numerical rating of cognitive complexity of the analyzed tasks, and conducting of research. Research included 50 students. Data were collected with the test of knowledge which was used for the assessment of students{\textasciiacute} achievements and invested mental effort. The validity of this procedure was confirmed by a series of correlation analyses where statistically significant values of correlation coefficients were obtained among the examined variables: students{\textquoteright} achievements, invested mental effort and cognitive complexity. The largest contribution of this procedure is that it is designed to show an objective value of the cognitive complexity of tasks in the domain of chemical technology. Good estimation of the numerical values of cognitive complexity can help teachers to better predict students{\textquoteright} achievement, and at the same time to take care to avoid cognitive load.},
	keywords = {chemical technology, cognitive complexity, problem-solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.64},
	url = {http://oaji.net/articles/2020/987-1581269646.pdf},
	author = {Sa{\v s}a A. Horvat and Tamara N. Ron{\v c}evi{\'c} and Dragana Z. Arsenovi{\'c} and Du{\v s}ica D. Rodi{\'c} and Mirjana D. Segedinac}
}
@article {694,
	title = {THE VIEWPOINTS OF PRE-SERVICE SCIENCE TEACHERS ON THE ESSENTIAL NATURE OF SCIENCE CONCEPTS IN THE SAUDI CONTEXT: A TRIANGULATION APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {688-710},
	abstract = {This research examines viewpoints held by pre-service science teachers on key concepts of the Nature of Science (NoS) in the Saudi context. Much research in this context emphasises quantitative methods, so this research utilises methodological triangulation to validate the data. Quantitative data was first obtained from 35 pre-service teachers using a method based on the Myths of Science Questionnaire (MOSQ). A qualitative approach was then applied using an open-ended questionnaire and semi-structured interviews of ten pre-service teachers, adopted from the Views of Nature of Science questionnaire form C (VNOS-C). The pre-service teachers{\textquoteright} perspectives on the NoS were found to be lacking, especially regarding scientific knowledge, scientific methods, and the work of scientists. Furthermore, several respondents failed to consider science as a social enterprise. Suggestions and recommendations are provided to address such misinterpretations and poor scientific understandings, which are likely due to a lack of science philosophy content in educational programmes for teachers.},
	keywords = {epistemology of science, Myths of Science Questionnaire (MOSQ), nature of science (NoS), Pre-Service Science Teacher, science philosophy, Views of Nature of Science form C (VNOS-C)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.688},
	url = {http://oaji.net/articles/2017/987-1533709207.pdf},
	author = {Fayadh Hamed Alanazi}
}
@article {688,
	title = {VIEWS AND EXPERIENCES OF PRE-SERVICE TEACHERS ON THE USE OF STORIES IN TEACHING SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {605-619},
	abstract = {The research aims to determine the experiences and views of the science pre-service teachers on the use of the science stories. In this research, among other qualitative research types, phenomenology research was used to obtain data. The research has been carried out with 71 pre-service teachers studying in the science education program of education faculty. The data has been analyzed based on the content analysis technique. The views of the pre-service teachers on the use of stories in science courses have been categorized under 6 themes. It has been concluded that teaching science with stories shall contribute to knowledge and competencies of both teachers and students, the science courses shall become more entertaining, joyful and interesting. In addition, it has been emphasized that creativity of students shall develop in the story composition process, their imagination shall increase, they shall configure their knowledge associating it with the daily life, meaningful learning shall be ensured by concretizing mostly abstract science subjects and concepts through stories, and a learning environment to ensure memorability of knowledge shall be prepared. },
	keywords = {phenomenology, science pre-service teachers, science stories, science teaching},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.605},
	url = {http://oaji.net/articles/2017/987-1533708806.pdf},
	author = {Burcu Anilan}
}
@article {716,
	title = {THE VOCATIONAL UPPER SECONDARY SCHOOLS STUDENTS{\textquoteright} KNOWLEDGE AND THEIR ATTITUDES TOWARD WOLVES},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {918-934},
	abstract = {Wolf (Canis lupus) conservation is multidimensional. Its aspects include the consensus between different interest groups. The present research aimed to assess the attitude and knowledge of the students (N = 483 students from three schools age 14-19) enrolled in the environmentalist, veterinary and agricultural technician study programmes through a questionnaire, as their profession represents a part of this multidimensional consensus. The research results indicate that students have neutral to positive attitudes toward wolves, generally. Their knowledge of wolves, however, is limited. Agricultural technicians showed the most negative attitudes toward wolves and the lowest knowledge. Overall, correlations between all attitudinal dimensions and correlations between attitudinal dimensions and knowledge were found, with the highest correlations between conservation dimension and all other dimensions including knowledge. The research findings support the widespread assumption that education within the above-mentioned study programmes should focus also on the current socio-scientific issues of animal conservation. Special attention should be given to the education of agricultural technicians as their utilitarian view could interfere with the effective conservation of large carnivores. },
	keywords = {attitudes toward wolves, knowledge about wolves, vocational upper secondary school students},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.918},
	url = {http://oaji.net/articles/2017/987-1544775838.pdf},
	author = {Vesna Ora{\v z}em and Iztok Toma{\v z}i{\v c}}
}
@article {619,
	title = {VALIDATION OF THEORETICAL CONSTRUCTS TOWARD SUITABILITY OF EDUCATIONAL SOFTWARE FOR CHEMISTRY EDUCATION: DIFFERENCES BETWEEN USERS AND NONUSERS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {873-897},
	abstract = {The aim of this research was to empirically validate constructs for evaluation of teachers{\textquoteright} attitudes toward usage of educational software in chemistry teaching. Questionnaire with items transformed from UTAUT (Unified theory of acceptance and use of technology) and other technology acceptance theories were filled in by 556 Czech chemistry teachers. All constructs passed recommended .7 thresholds of Cronbach{\textquoteright}s alpha so they can be used in acceptability researches before and after introduction of educational software or building models. However, analyses of effect sizes show that there are not only differences between users and all nonusers generally, but also prove differences between various types of nonusers. Nonusers were established as a) those who had used educational software and abandoned it; b) those who do not use educational software, but are planning to use it in the future, and c) those who do not use educational software and have no intentions to use it. An unexpected finding reveals that differences among subgroups of nonusers can be even larger than between users and nonusers, especially the group c) is an outstanding group. Consequently, factors and their influence on the acceptance and use of educational software in chemistry teaching should be explored for each group separately.},
	keywords = {chemistry education, education software, technology acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.873},
	url = {http://oaji.net/articles/2017/987-1513970871.pdf},
	author = {Kate{\v r}ina Chroustov{\'a} and Martin B{\'\i}lek and Andrej {\v S}orgo}
}
@article {601,
	title = {THE VALIDITY AND EFFECTIVENESS OF PHYSICS INDEPENDENT LEARNING MODEL TO IMPROVE PHYSICS PROBLEM SOLVING AND SELF-DIRECTED LEARNING SKILLS OF STUDENTS IN OPEN AND DISTANCE EDUCATION SYSTEMS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {October/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {651-665},
	abstract = {The Physics Independent Learning (PIL) model is an authentic problem-based model designed teaching guide for improving self-directed learning and problem-solving skills in open and distance education. This research is aimed to analyze the validity and effectiveness of PIL model. This research was conducted using focus group discussions of experts that consisted of three science education experts and applies quasi-experiment of one group pre-test and post-test design to 144 students in East Java, Indonesia. Before applying the lesson using the PIL model, the students are given pre-test and after accomplishing the learning, the students are given post-test. The data collected from pre-test and post-test then is further analyzed by means of validity coefficient (rα), Cronbach{\textquoteright}s alpha (α), pair t-test, n-gain and ANOVA. The result of research shows that rα = .75 and α = .92 is for content validity; rα = .79 and   α = .99 is for construct validity, so that PIL model is validity and reliability qualified. In addition, there are increasing scores of physics problem solving skills and self-directed learning skills of α = 5\% with moderate category of n-gain consistent in a limited trial test and of high category in a broader trial test for all groups.},
	keywords = {Electricity, magnetism, model effectiveness, model validity, physics problem-solving skills, PIL model, self-directed learning skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.651},
	url = {http://oaji.net/articles/2017/987-1509213674.pdf},
	author = {Paken Pandiangan and I Gusti Made Sanjaya and Budi Jatmiko}
}
@article {577,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR THE NATURE OF SCIENCE INSTRUMENT SECONDARY (NOSI-S)},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {429-437},
	abstract = {This research aims to adapt The Nature of Science Instrument Elementary Scale (NOSI-E) developed by Peoples (2012) into Turkish for secondary school students and to analyse the psychometric properties of the scale setting out from the fact that it is a necessity of science education aimed to achieve for students/prospective teachers to have adequate understanding of the nature of science. The validity analyses for the scale were performed with Confirmatory Factor Analysis (CFA) and Cronbach alpha (α) coefficients were calculated for reliability. Following CFA, it was taken for granted that the fit indices for the model met the goodness of fit criterion. On examining the fit indices, the scale was regarded to attain construct validity due to the fact that the χ2/df ratio (1.42) was below 3, that the RMSEA value was at the level of .04 and that the NNFI and CFI (>.90) values were at acceptable levels. On the other hand, α coefficients, which were the internal consistency coefficients calculated for the reliability analysis of the scale, were found to range between .631 and .775, and for the overall scale was calculated as .814. These reliability index values were considered to be at acceptable levels. },
	keywords = {instrument reliability, instrument validity, nature of science, NOSI-S, secondary school students},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.429},
	url = {http://oaji.net/articles/2017/987-1497964369.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and {\"O}zg{\"u}r {\"O}zcan}
}
@article {456,
	title = {VALIDITY AND RELIABILITY ANALYSES FOR CHEMISTRY SELF-CONCEPT INVENTORY},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {599{\textendash}606 },
	abstract = {Self-concept, one of affective introductory behaviours, is one of the most frequently studied issues especially in social sciences. Since it is a strong mental structure which psychologists and social psychologists say to be related with learning, this research aims to adapt Chemistry Self-Concept Inventory developed by Bauer (2005) so as to evaluate students{\textquoteright} self-concept into Turkish, and analyse its psychometric properties. The data were collected by applying the inventory to 530 prospective teachers attending the chemistry education, primary school education and science education departments of three different Universities. Following the translation work, Turkish form of the inventory was given the final shape. The construct validity of the inventory was tested by confirmatory factor analysis. McDonald{\textquoteright}s Omega (ω) and Cronbach Alpha (α) coefficients were calculated for the reliability study of the inventory. Fit indices were found to be lower in the first confirmatory factor analysis conducted than the ones expected, and 11 items with the fewest factor loads and with the highest modification indices were removed from the inventory. The sub-dimensions apart from creativity were found to have ω and α coefficients above 0.70. },
	keywords = {academic enjoyment self-concept, Academic self-concept, chemistry self-concept, mathematics self-concept},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.599},
	url = {http://oaji.net/articles/2016/987-1479542432.pdf},
	author = {Senar Temel and {\c S}enol {\c S}en and Ayhan Y{\i}lmaz}
}
@article {345,
	title = {THE VIRTUAL SCIENCE TEACHER AS A HYBRID SYSTEM: COGNITIVE SCIENCE HAND IN HAND WITH CYBERNETIC PEDAGOGY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {75-90},
	abstract = {The findings of cybernetic pedagogy and didactics developed in the 1970s, which were in those times limited due to poor technological capabilities, are taken as a starting point in this research. A revised version of cybernetic pedagogy is proposed and is used to develop the hybrid cognitive model presented. It is not based purely on the symbolic notation of the teaching algorithm alone, as done in the past, but also on the connectionist model of our cognition, which draws on the brain{\textquoteright}s characteristics and their physiological and functional structure, such as parallel data processing, content associative memory and divided presentations. The learning process algorithm can be, on the basis of this idea, re-defined as a hybrid cognitive model, i.e. a combination of a symbol system and a neural network, and named mRKP. The article concludes that an intelligent artificial tutor can independently, i.e. without the need for reprogramming, accommodate the learning process to the needs and possibilities of an individual student if it uses mRKP as its basis, and can eventually replace a human tutor in some situations, but a human teacher must decide where and when it should be used.  
  
},
	keywords = {cybernetic pedagogy, e-learning material, learning algorithm},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.75},
	url = {http://oaji.net/articles/2015/987-1437062280.pdf},
	author = {Boris Aber{\v s}ek and Bojan Borstner and Janez Bregant}
}
@article {327,
	title = {VALIDATION OF A SCALE OF ATTITUDES TOWARD SCIENCE ACROSS COUNTRIES USING RASCH MODEL: FINDINGS FROM TIMSS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {692-702},
	abstract = {The purpose of the present study was to validate a scale of attitudes toward science based on items and data of TIMSS 2007. The present research introduces several implications and recommendations for science education researchers who are interested in validating and using instruments to measure attitudes toward science. This research examined, from Rasch measurement perspectives, to what extent the scale was valid across diverse participating countries from Rasch measurement perspectives. The data of the highest three achieving countries (Singapore, Taiwan, and Japan), the lowest three achieving countries (Qatar, Botswana, and Ghana), and three average achieving countries (Australia, Scotland, and Italy) were analyzed using WINSTEPS software. Several Rasch analyses (e.g, fit statistics, PCA, and person/item map reliability analysis) were performed to validate the scale. Although most of the item fit the Rasch model, a few items were found to be misfitting. Then, the misfitting items were eliminated and a second analysis for the fitting eight items was performed to check on the validity of the scale. The results provided evidences that support the validity of the scale based on Rasch measurement.},
	keywords = {attitudes toward science, Rasch measurement, science education, validity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.692},
	url = {http://oaji.net/articles/2015/987-1425810820.pdf},
	author = {Saed   Sabah and Hind   Hammouri and Mutasem   Akour}
}
@article {247,
	title = {VISUALIZATIONS FOR NATURAL SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Editorial},
	chapter = {112-114 },
	abstract = {Motivation, to be successful, and Natural Science Education is no exception in this context should have to rely on a rich repertoire of experiences on which to build conceptual learning by students. These experiences could pave the way to making meaning of them, which in turn supports learning. It also helps to entertain, create or re-create a sense of wonder, which becomes an authentic incentive for learning.
Nowadays, we can consider the visualization aids and high performance computing have changed the nature of science research and have the promise to transform natural science instruction. As the amount of information acquired through visual tool multiplies, the ability to understand, evaluate, and produce visual representations have become increasingly important in science education.},
	keywords = {science education, teaching and learning, visualization},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.112},
	url = {http://oaji.net/articles/2014/987-1419167360.pdf},
	author = {Agnaldo Arroio}
}
