Journal of Baltic Science Education

3

Authors: Editorial Board

Contents, Vol. 21, No. 1, 2022, JBSE

7-25

Authors: Durmuş Burak, Ahmet Simsar

Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching.

38-51

Authors: Ismail Dönmez, Sahin Idin, Seraceddin Gürbüz

The ongoing motivation of students toward the fields of science, technology, engineering, and mathematics (STEM) is a process related to their orientation toward those fields and their active participation in related activities. This study aimed to examine the ongoing STEM motivations of lower-secondary school students in a sample from Turkey according to demographic variables. In this study, in which 1926 students from 12 provinces participated, the students’ STEM motivations were compared according to the variables of gender, place of residence, grade level, school type, “mothers’ and fathers’ education level, and family income level. T-tests and ANOVA testing were used in the analysis process via SPSS package program. As a result, male students’ STEM motivations were found to be at higher levels than those of female students. The STEM motivations of gifted students were found to be higher than those of students studying in religiously oriented education institutions. The results also revealed that STEM motivation is directly proportional to the education level of the parents. The results obtained in this study, reflecting the general profile of STEM motivation among students in Turkey, may guide education policy makers, program developers, teachers, prospective teachers, and researchers on STEM education.

69-83

Authors: Jun-Hui Yeo, Hsi-Hsun Yang, I-Hsuan Cho

This research is conducted to identify the scientific conceptual cognition of ecosystem and the corresponding alternative conceptions by lower-secondary school students in Taiwan. Concept mapping, interviewing, and two-tier diagnostic test cannot make explicit reasoning pathways that students may use. Therefore, its purpose is to develop, validate, and utilize a three-tier multiple-choice diagnostic instrument for the ecosystem concept (TDIEC). The instrument can assist teachers in analyzing their students’ reasoning. This does not only distinguish alternative conceptions from lack of knowledge but also determines the percentages of false positives and false negatives. One hundred and six students were tested with this instrument in Taiwan. The data analysis reveals common alternative conceptions shared by students, indicating that 35.59% of the samples had inaccurate conceptualizations of ecosystems. Common alternative conceptions of ecosystems include the following: (i) Only biological components constitute an ecosystem; (ii) The Venus flytrap and pitcher plants are preys; (iii) Competition is synonymous to predation; (iv) Ecological balance refers to the sustainable circulation of energy and matter in the environment; and (v) The simpler the species, the more stable the ecosystem. It concludes with the interpretation of the results, suggestions for the application of the TDIEC, and correct alternative conceptions in Ecology classes.

108-120

Authors: Metka Kordigel Aberšek, Boris Aberšek

In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today’s schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today's situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.

140-155

Authors: Jeannette Musengimana, Edwige Kampire, Philothère Ntawiha

This study intended to measure the effect of Task-Based Learning (TBL) on lower secondary school students’ understanding of chemical reactions. The study employed a quasi-experimental pre and post-test research design with eight intact classes of 369 students purposively selected from eight schools in two districts in Rwanda. The experimental group of four schools was exposed to the TBL method, while a control group of the other four schools was exposed to the conventional teaching method (teacher-centered). A chemistry test of a Pearson product-moment reliability coefficient of .643 was developed and used in both groups. The results of repeated-measures ANOVA revealed a significant effect of treatment on students’ understanding of chemical reactions (p < .001) with a medium effect size (d = 0.357) in favor of the experimental group. Gender and school location variables were also analyzed. It was found that the interaction effect of experimental and gender was not significant (p > .05, d = 0.010). However, the effect was significant with the school location (p < .05, d = 0.026) in favor of students studying in rural schools. The results imply that TBL method improves students’ understanding of chemical reactions. Recommendations were given to educational stakeholders to train teachers in this method and teachers to use it in chemistry teaching.

171-172

Authors: Editorial Board

End page, Vol. 21, No. 1, 2022, JBSE