Journal of Baltic Science Education

859

Authors: Editorial Board

Contents, JBSE, Vol. 19, No. 6, 2020

864-874

Authors: Fayadh Hamed Alanazi

This research explored science teachers’ perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers’ years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions.

893-907

Authors: Bo Chen, Bing Wei, Xiaoling Wang

This research aimed to examine the impact of different factors on high school chemistry teachers’ use of curriculum materials in China. The examination was conducted on a theoretical framework in which three aspects of curriculum materials and three ways of curriculum use are involved and nine factors are suggested. Through a questionnaire survey of 212 chemistry teachers, the findings included the following aspects. Firstly, the nine factors more induced teachers to supplement the teaching elements, but less affected teachers to delete the original contents in the curriculum materials. Secondly, among the nine factors, ‘knowledge about students’ was recognized as the core factor in the three dimensions of teaching objectives, teaching strategies, and teaching activities, whereas ‘class size’ was regarded as the peripheral factor in all three dimensions. ‘Teaching resources’ was another peripheral factor for the dimensions of teaching strategies and teaching activities. Thirdly, two factors were found to be significantly different among teachers who are in different areas of economic development: ‘knowledge about students’ and ‘class size’. Fourthly, ‘knowledge about curriculum’ and ‘knowledge about instructional strategies’ were two factors that made significant differences in the comparison among teachers who have different years of teaching experience.

923-939

Authors: Jeng-Fung Hung, Chun-Yen Tsai

Previous studies on the effectiveness of virtual laboratories for learning have shown inconsistent results over the past decade. The purpose of this research was to explore the effects of a virtual laboratory and meta-cognitive scaffolding on students' data modeling competences. A quasi-experimental design was used. Three classes of eighth graders from southern Taiwan participated in this research and were assigned to the Experimental Group Ⅰ (EG Ⅰ), the Experimental Group Ⅱ (EG Ⅱ), and the Control Group (CG). EG Ⅰ (n=25) received the virtual laboratory and meta-cognitive scaffolding in the teaching and learning. EG Ⅱ (n=28) received the virtual laboratory only in the teaching and learning. The CG (n=27) received the lecture with the cookbook laboratory. The teaching unit was Heat and Specific Heat, and the teaching time for the three groups was six lessons (of 45 minutes each). The Data Modeling Competences Test (DMCT) designed by the research team was used as the data collection instrument. The results showed that the virtual laboratory and meta-cognitive scaffolding had effects on students' data modeling competences. This research shows the importance of the meta-cognitive scaffolding strategy for virtual laboratories when conducting data modeling teaching.

954-971

Authors: Ying-Yan Lu, Huann-shyang Lin, Thomas J. Smith, Zuway-R Hong, Wen-Yi Hsu

The research aim was to examine the effects of a Critique-Driven Inquiry (CDI) intervention on primary and secondary school students’ critical thinking and scientific inquiry competency. Twenty-five 4th grade Taiwanese students from a typical primary school were selected to participate in experimental group 1 (EG1), while 28 7th grade students from a typical secondary school were randomly selected to participate in experimental group 2 (EG2). For each group, a 2-semester CDI intervention was implemented. In addition, another 28 4th graders and 30 7th graders from the same two schools were selected to participate in, respectively, control group 1 (CG1) or control group 2 (CG2). Analyses of covariance, repeated measures analysis of variance, and content theme analyses were conducted to analyze the quantitative and qualitative data. Research results indicated that EG1 and EG2 students significantly outperformed their comparison counterparts in critical thinking and scientific inquiry competency both during and following the CDI intervention. The empirical evidence provides insight into the mechanisms of promoting primary and secondary school students’ critical thinking and scientific inquiry competency.

989-1007

Authors: Jelena Ž. Maksimović, Jelena S. Osmanović, Anastasija S. Mamutović

The research was motivated by the necessity to examine the perspectives of STEM professions in Serbia. The aim of this research was to study students’ motives for career choices and their attitudes towards STEM sciences. The empirical scientific approach was applied, i.e. the quantitative and qualitative research method. The most frequently chosen undergraduate majors, the motives that determined that choice and the professional interests were examined by the interviewing technique in the first phase and the scaling and survey techniques in the second phase of the research. The participation in the research was voluntary and comprised of Serbian secondary school students. The research ascertained that a poor state of the national economy determined the students’ decision to be trained for “jobs of the future” rather than attend the desired studies. The professions in the IT sector, engineering and sciences proved to be the most profitable ones. These results proved a growing popularity of STEM professions among the Serbian students, but they also implied the prospective necessity to promote mathematics and engineering within the education system considering the present insufficient interest in these academic studies. Regarding the fact that this type of scientific research is still rarely conducted by Serbian experts in the relevant field, this research contributes to a more comprehensive review of the STEM education.

1020-1033

Authors: Katarina Susman, Jerneja Pavlin

Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers.