Journal of Baltic Science Education

1-2

Authors: Editorial Board

Cover page, JBSE, Vol. 4, No. 1, 2005

4-4

Authors: Borislav V. Toshev

The Journal of Baltic Science Education (JBSE) is a relatively new journal in the field of science education. Nevertheless it has already had a strong position amongst the other journals of that area. This high quality scholarly journal seems to be a bridge between the Eastern pedagogy and the Western education. In addition it revives the old educational tradition of the Baltic countries and Scandinavia. The papers from the other parts of Europe are also welcome.

12-21

Authors: Feyzi Osman Pekel

The focus of this study was to identify and describe misconceptions held by pre-service science teachers and high school students regarding the ozone layer depletion. The views of the participants were investigated using a closed-form questionnaire. The analysis of the survey data indicates that many high school students and pre-service science teachers possess an array of erroneous ideas about the ozone layer damage, its causes and consequences. For a better teaching of environmental issues, this study provides some implications for both teachers and researchers of science education.

31-39

Authors: Mattias Lundin, Mats Lindahl

This study focuses what role re-actualized experiences may have in a school science setting. Observations were done in two Swedish schools with emphasis on teacher centred lessons. Data consist of field notes, recordings and documents. Two major themes of the results can be highlighted. First, the teachers’ and pupils’ mutual interest in pupils’ re-actualized experiences. Second, the limited elaboration of those. These issues are discussed due to teachers’ work with different purposes. We call that teachers’ orchestration of multiple agendas in science education. Re-actualized experiences appear to become means for motivating pupils in their work with different tasks in order to make them cope.

51-62

Authors: Liliana Mammino, Liberato Cardellini

The perception of the distinction and interplay between concepts and models pertaining to the description of the microscopic level and those pertaining to the description of the macroscopic level is a key feature largely determining conceptual understanding in chemistry. Information about the extent and clarity of such perception can therefore be valuable for the design and optimisation of approaches to the presentation of basic and general chemistry material. The paper presents the outcomes of an investigation in this regard, performed by subsequently administering three specifically designed questionnaires to a group of first year students taking a general chemistry course. The discussion considers both the conceptual and the practical relevance of the issue and extends to inferences for classroom work and for the general approaches to chemistry teaching.

70-83

Authors: Cephas David Yandila, Magdeline Patience Nkumba, Mokaruvapa Kazoozu

The purpose of this study was to find out the opinions of physics teachers on the nature of BGCSE physics syllabi in Single Science, Double Science and Pure Science in the areas of their: (i) content (ii) objectives (iii) teaching methods (iv) differentiation teaching (v) assessment (vi) teaching orientation (viii) availability of computers (ix) student projects (x) laboratory facilities (xi) duration of the programme and (xii) laboratory assistants. A 38-item open-ended questionnaire was completed by 22 senior secondary school physics teachers. The results showed the need to revise the content, and assessment practices and those teachers were trying to promote learner-centered approach, even though they were faced with problems.