Journal of Baltic Science Education

589-590

Authors: Editorial Board

Cover, JBSE, Vol. 13, No. 5, 2014

592–595

Authors: Todar Lakhvich

A couple of months ago I came back to the University after vacations: well rested, full of ideas and having strong desire to tell the students everything I knew about my “beloved” organic chemistry. The counterpart was even better (in all the cases they were younger: “cela se passe de commentaries”): a large majority of the students are smart, attractive, and well put together. Just seemed to be the best time and place for effective teaching-learning (as we like to say in articles) process. As usual, I had a joy during the first lecture (feeling happy of touching once more I liked so much and engaging in my own understanding of the subject) and after the first seminar where students followed generally the logics and the way of professor thinking. However, a few days later during the classes followed by the romantic period of our acquaintance I faced the problem: the students barely understood some very easy things. Not because they didn’t know, not because they were lazy, vs they could understand the more difficult things (I work at Medical University with the highest students’ percentile). They couldn’t understand very simple things because sometimes we were speaking in different languages. To some extent and in some cases, it’s a problem of interlingual interference of the mother tongue (Chittima Kaweera, 2013): one third of my students are overseas and we need to communicate in international languages like English or Russian. But misunderstanding is taking place for communication even with native speakers: and the problems are basically the same we face with foreigners. I thought about the phenomenon for years, tried to explore the problem empirically and now I’m convinced – communication is a very complex process which consists of many subunits and some of them are within the formal command of Lexis and Grammar, without taking into account, the Context.

608-621

Authors: Orhan Ercan

This study implemented multimedia learning material developed for the 5th grade science course topic "Food and Healthy Nutrition" and examined its effect on students' academic achievement and science attitudes. The study used a control group, a pre-test-post-test quasi experimental research design, and a convenience sample consisting of 62 5th grade students. The research instruments were an achievement test and a science attitude scale. During the implementation process the experiment group learned using multimedia learning material and the control group learned with traditional methods. Data were analyzed using an independent-samples t test, a paired-samples t-test, and ANCOVA statistics. According to the findings there is a statically significant difference between post-test achievement scores of the experimental and control groups, with the experimental group scoring higher. Also there is a statically significant difference between students' post-test scores in terms of gender, favoring females over males. In terms of science attitude there is also a significant difference between post-test scores of the experimental and control groups. In conclusion it may be said that multimedia learning promotes more effective learning in science education.

637–649

Authors: Mei-Lun Chen, Shi-Jer Lou, Wei-Fang Tsai, Chih-Cheng Tsai

This study adopts both quantitative and qualitative methods. There are 23 subjects in the experimental group and the control group. The experimental group received the “Green Giant Growth Group” test once a week for a total of 7 times. The measurement tools were scale of self-concept, Chinese well-being and horticultural effectiveness. With respect to data analysis, the researcher adopted descriptive statistics and analysis of covariance. Feedback and interviews were included in the qualitative analysis. According to the findings of this study, horticultural activities can enhance students’ self-concept, sense of control, self-satisfaction, sense of achievement and social skills. Based on the results of interviews, by participating in horticultural activities, students increase their interpersonal relationship skills. Their behaviors match social norms, and they are more responsible, open-minded and peaceful. In line with previous research findings, this study proposes suggestions for future researchers to apply horticultural activities in education or guidance.

662–673

Authors: Katrin Soika, Priit Reiska

Conceptual acquisition is an important aspect of science education, especially with regard to committing things to long term memory. Three case studies were carried out to examine approaches to conceptual acquisition in science education. The aim of these studies was to determine whether concept mapping method is a valid research method. To answer the question, studies were developed. Two of them used animation to describe abstract topics in chemistry. The aim of the third study was to compare the differences in higher taxonomy concept maps, created in an allocated timeframe. The findings of the studies indicate that the use of voiced interactive animation without teacher explanation does not lend itself to superior concept acquisition. As a result of the study it was concluded that concept mapping as an assessment method provides a unique possibility to visualize the structure of students’ conceptual achievements. Based on the outcomes it is recommended concept mapping should be used more as an assessment or research method.

695–708

Authors: Zehra Ozdilek

This study presents pre-service science teachers’ views about implementing a case study and which skills they improved as a result of using the method. Sixteen participants in a chemistry class were the subjects in the 2013 summer school term. In the teaching about the properties of chromium, students watched selected parts of the movie Erin Brockovich in four sections. Each part of the movie was followed with a question, and students were then given about 15-20 minutes to find out the answer to the question by using Internet-based resources in the classroom environment. Qualitative data were collected by having participants respond in writing to open-ended questions and through semi-structured interviews. Overall, students’ reactions to the method were positive. The results showed that students found it to be an effective instructional method, despite having some difficulties with the expectations of the method and this method has provided many benefits for pre-service teachers.

726–739

Authors: Jesper Haglund, Fredrik Jeppsson, Johanna Andersson

This study investigates primary school children’s (7-8 year-old, N = 25) ideas of mixing of marbles and of heat, expressed in small-group predict-observe-explain exercises, and drawings representing the children’s own analogies in a classroom setting. The children were typically found to predict that marbles of two different colours would mix when rocked back and forth on a board. This idea of mixing is slightly more advanced than previously reported in the literature. The children’s ideas of heat included reference to warm objects, their own bodies when exercising, and the process of one warm solid object heating another object in direct contact. In addition, through scaffolding, some of the children expressed a substance view of heat. Finally, the potential and challenges in probing children’s ideas through a combination of data collection techniques in a classroom setting are reflected upon.

756-760

Authors: Editorial Board

End page, Vol. 13, No. 5, JBSE, 2014