Journal of Baltic Science Education

345-346

Authors: Editorial Board

Cover, JBSE, Vol. 21, No. 3, 2022

348-350

Authors: Boris Aberšek

The environment is a system, a complex system, which we are unable to comprehend, let alone truly understand, with the help of simplified models that we, humans, are able to process. Our human understanding of the complexity of a grain of sand simply isn’t enough to construe and adapt the universe! This would require time and knowledge, which we do not have today, and which we will not have for a long time. So, everything is in interpretation. Let us start our stories with some basic truths. The main premise is, that man doesn't need an outside enemy, he's the greatest threat to himself. But he's not just a threat to himself, he's a threat also to everything around him. No living thing on earth destroys it more than it takes for its existence, except for human.

366-380

Authors: Ivana Z. Bogdanović, Dušica D. Rodić, Tamara N. Rončević, Jelena D. Stanisavljević, Zekri A. M. Zouhor

The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students’ physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students’ comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students’ achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students’ comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.

398-407

Authors: Pedro D. Cadena-Nogales, Joan J. Solaz-Portolés, Yolanda Echegoyen-Sanz, Vicente Sanjosé-López

One of the main objectives of scientific literacy is the development of rational skills and critical thinking in citizens. This is a central goal for teachers. However, beliefs that lack rational foundation and supporting evidence, named “epistemically unwarranted beliefs” (EUB), spread rapidly among the population. If teachers had some of these EUB, their work could be compromised. The aim of this research was to determine the level of acceptance of different EUB in Spanish pre-service primary school teachers and to analyze the influence of their cognitive style, gender, and academic level. Two hundred and fifty undergraduate students of Bachelor’s Degree in Primary Education participated in this study. Two questionnaires were used to collect data. ANOVA, ANCOVA, correlations, and linear regression analysis were used to quantify that influence. Results showed high levels of acceptance of some EUB in future teachers, with significant influences of gender and academic level, and a mediating role of cognitive styles. Experiential and rational cognitive styles, and academic level were significant predictors of EUB, being experiential thinking the most powerful one. Thus, pre-service teacher education should have an epistemological vigilance on future teachers’ scientific literacy and increase the presence of rational style among teachers.

428-444

Authors: Peng He, Changlong Zheng, Tingting Li

Student understanding of chemical equilibrium in aqueous solutions (CEAS) plays a vital role in their upper secondary school chemistry learning and everyday life. Diagnosis of students’ alternative conceptions (ACs) of the CEAS will provide teachers with valuable information to make instructional decisions on student learning. This study aims to develop and validate an instrument to diagnose students’ ACs about the CEAS, including ionization equilibrium, water self-ionization equilibrium, the equilibrium of salt hydrolysis, and precipitation and dissolution equilibrium. Using Treagust (1998)’s development framework, we have developed 25 two-tier multiple-choice items for the CEAS diagnostic test. After completing the corresponding courses, 750 Grade 11 students from five public schools responded to the CEAS diagnostic test. Rasch modeling approach was employed to provide psychometric properties of the CEAS diagnostic test consisting of one-dimensionality, reliability, and validity. This study identified 15 ACs toward the CEAS. This study found that most students performed better on concept tiers rather than reasoning tiers. In addition, students have difficulties in connecting acidity, solubility, ionization, and chemical reaction and in using mathematical thinking to do transformation between concentration, equilibrium constant, and pH value.

462-480

Authors: Insun Lee, Jongwon Park, Hye-Gyoung Yoon

This research examined theory-based teaching processes of science teachers to understand the mechanism by which theory and practice were connected. Four science teachers desgined lesson plans by applying the empirical-abductive learning cycle (EALC) model and modified lesson plans through a collaborative interview with the researcher. Data were obtained from lesson plans and interviews. Using the constant comparison method with open coding, data were analyzed to find out obstacles or facilitators acted in the process of applying the EALC model to design lesson plans and reveal the path through which theory and practice were connected. As a result, it was found that perceptive prejudice about the role and necessity of the EALC model was the main obstacle. The collaboration process helped teachers understand the EALC model clearly and deeply. The development of this cognitive understanding changed their prejudice about the EALC model and led them to reflect their teaching practices with the eyes of theory. Through this process, a separated state between theory and practice was developed to a connected state. With the belief that it is a good starting point for coordination between theory and practice, further studies are proposed.

495-512

Authors: Chia-Yu Liu, Chao-Jung Wu, Guo-Li Chiou, Wing-Kwong Wong

Proposing scientific descriptions is critical for individuals to cope with daily problems and acquire essential information. Nonetheless, few classes have enhanced students’ ability to describe facts of scientific phenomena. Thus, using a tool of technology-based laboratory, this research examined whether students’ scientific descriptions and mathematical modelling behaviours could be improved. The participants included 52 undergraduate students randomly assigned to the experimental and control group. Two prompts were developed to remind the experimental group that it is common to place ‘time’ along the x-axis and that mathematical modelling is important in physics. Results showed that as expected, all participants generated more propositions in scientific descriptions, especially the experimental group. However, contrary to the hypothesis, the participants did not propose more correct propositions and the effect of group was limited. Moreover, the hypotheses were partially supported that the participants used more image-based and mathematics-based representations to describe phenomena, and the proportion of participants whose propositional type was quantitatively increased, though no main effects of group were observed. Most participants adjusted their mathematical models by keeping slightly changing the coefficients/constants to fit the data, rather than applying relevant physics knowledge to revise models, illustrating their difficulties in connecting mathematical representations with actual phenomena.

528-532

Authors: Editorial Board

End page, Vol. 21, No. 3, JBSE, 2022