Journal of Baltic Science Education

541-542

Authors: Editorial Board

Cover, JBSE, Vol. 12, No. 5, 2013

544-547

Authors: Todar Lakhvich

In recent years many researchers (ROSE Project in particular) have stated the Science has become one of unpopular areas of knowledge. Most students and graduates are not going to link their fates with the Science and Technology. As the result, we are facing the decline of University Science and Technology Education, as only few talented students choose Science as their priority area of their interest and even less of them decide to teach the Science in school and University. In view of the fact that the image of Science emerged at the intersection of interests and perceptions of the general public and scientists, it is important to understand the role of academia in shaping their own public image. What kind of self-image do we (scientists and educators) promote? Which kind of audience do we reach out? How do we interact with this audience? To explore the lessons from the history, we could find those, which are particularly obvious. Rather than contemplating the identity of Science in order to derive and support an adequate image, scientists (both researchers, policy makers and, finally, – what strange enough – educators) have preferred to hide themselves behind the industry and technology. Instead of explaining what Science is, we usually have pointed to technological progress. And when audience being questioning more critical, we propose the cliché variant of reflection with exaggerated promises of technological progress, even if nobody would listen. The tendency has become a matter of routine and widely accepted. Butt obviously the cliché approach, which is out of the interests of majority of population, leads to fiasco.

565-578

Authors: Leman Tarhan, Burcin Acar-Sesen

This study aimed to investigate the effects of Problem Based Learning on high school students’ understanding of ionization of water and acid and base strength. Students’ beliefs about Problem Based Learning were also analysed. A quasi-experimental design was conducted in this study. While students in the experimental groups were instructed via Problem Based Learning, teacher-centred approach was used in the control groups. Before the instructions, a prerequisite knowledge test was applied to identify their prerequisite knowledge to learn the topics, and no significantly differences were found between experimental and control groups. After the instructions, a post-test was applied to determine their understanding of the topics. The results indicated that the mean scores of the students in the experimental groups were significantly higher than those in the control groups. Problem Based Learning Assessment Scale results reflected that students’ positive beliefs increased after each activity. Based on these results, it can be concluded that PBL instruction is effective in concept learning in chemistry education.

592-607

Authors: Ibrahim Bilgin, Hümeyra Coşkun, Idris Aktaş

The purpose of this research is to investigate effect of 5E learning cycle instruction on 4th grade students’ mental ability in the unit of “Introduction to the Matter”. The subjects of this study were 160 students from four different classes enrolled to Science Course in an Elementary School in TURKEY. Non-equivalent pre-test/post-test control group design was used. Two of the classes randomly chosen as experimental group (79) took 5E learning cycle instruction, and the other two chosen as control group (81), took traditional instruction. Word-Association Test (WAT) was administered to the experimental and the control groups as pre- and post-tests to measure the students’ mental ability related to Unit of “Introduction to the Matter”. The data collected from WAT was converted into mind maps by using content analysis and cut off point methods. As a result of application, while “Introduction to the Matter” subject was seen as a whole on the mind maps of the experimental group of students, mind maps of the control group students were seen to be composed of piecemeal knowledge islets. Hence, it proves that the experimental group students learn terms in a more meaningful and more interrelated way than the control group students.

640-651

Authors: Canan Koçak

The aim of this study is to analyze the effects of Process-based Teaching Model on student teachers’ logical and intuitive thinking skills as well as their academic performances at chemistry laboratory applications. The sample of this research consisted of 60 preservice teachers studying of Faculty of Education in Hacettepe University. Data were obtained via the “experimental desing with pre/posttest control group” evaluated both qualitatively and quantitatively. The experimental group was taught within the process-based teaching model while the control group received training in traditional teacher centered education. The scores obtained by participating experimental and control groups from Logical/Intuitive Thinking Scale, Performance Test and Structured Grids as one of the alternative measurement and evaluation techniques were compared and contrasted. To determine the student teachers’ logical and intuitive thinking styles, the “Logical/Intuitive Thinking Scale” developed by Pacini and Epstein (1999) and adapted by Turk (2011). The study concluded that teaching chemistry using process-based teaching model improved students’ academic performance as well as their logical and intuitive thinking skills.

666-681

Authors: Kamisah Osman, Wahidin, Subahan Mohd Meerah

The aim of this study is to investigate the combination effect of concept mapping and vee diagrams as thinking tools in Chemistry among some 360 secondary students in Indonesia. This study employed a quasi-experimental approach whereby students were segregated into three intervention groups: concept mapping, vee diagram and thinking skills embedded throughout the lesson (E1), concept mapping (E2) and a conventional approach (E3). Students were also characterized in terms of their ability: High (H), Moderate (M) and Low (L). Students’ thinking skills were measured using a modified version of the Test of Integrated Process Skills (TIPS), which has beed systematically justified in terms of reliability and validity. Analysis of findings reveal that the EI approach is the most effective technique in inculcating students’ thinking skills. A series of follow-up analyses also demonstrate that the E1 approach is best suited for the high ability (H) students as compared to their moderate (M) and low (L) ability counterparts.

692-702

Authors: Saed Sabah, Hind Hammouri, Mutasem Akour

The purpose of the present study was to validate a scale of attitudes toward science based on items and data of TIMSS 2007. The present research introduces several implications and recommendations for science education researchers who are interested in validating and using instruments to measure attitudes toward science. This research examined, from Rasch measurement perspectives, to what extent the scale was valid across diverse participating countries from Rasch measurement perspectives. The data of the highest three achieving countries (Singapore, Taiwan, and Japan), the lowest three achieving countries (Qatar, Botswana, and Ghana), and three average achieving countries (Australia, Scotland, and Italy) were analyzed using WINSTEPS software. Several Rasch analyses (e.g, fit statistics, PCA, and person/item map reliability analysis) were performed to validate the scale. Although most of the item fit the Rasch model, a few items were found to be misfitting. Then, the misfitting items were eliminated and a second analysis for the fitting eight items was performed to check on the validity of the scale. The results provided evidences that support the validity of the scale based on Rasch measurement.

393-394

Authors: Editorial Board

Cover, JBSE, Vol. 12, No. 4, 2013

396-398

Authors: Vincentas Lamanauskas

Natural science importance is indubitable. Research studies of the last few decades confirm such position. Science education has been frequently accepted as an inseparable and extremely important part of comprehensive schooling (Lamanauskas, 2008). By natural education we seek personality maturity in a wider sense. It would seem that everything is said concerning this question. However, it is not so. Rapid spread of scientific cognition inevitably raises new challenges for natural education, induces to re-evaluate generally used education strategies and methodologies. There is a rapid development of ICT; their penetration into educational environments is really intensive, though not always adequate to the raising educational goals.

424-439

Authors: Nihal Dogan, Jale Cakiroglu, Kader Bilican, Seda Cavus

Translation of nature of science (NOS) views into teaching practice and the development of teachers’ NOS teaching are still open to investigation. Therefore, how teachers’ translation of NOS understanding into practice occurs and what extend science teachers are able to transform their understanding into explicit reflective NOS instruction have been issues still need to be further exploration. This study explored the impact of intensive nature of science summer workshop on science teachers’ views of NOS and their instructional practices. The current study was a case study of two middle school science teachers documenting their NOS views and instructional practice on NOS in the classrooms. Data resources included the VNOS-C; interviews and classroom observations. Participants made substantial improvements in their understandings of the targeted aspects of NOS as a result of their participation in professional development program. The study also showed that two of teachers translated their understanding of NOS in a certain degree into instructional practice.

452-464

Authors: Nilgün Tatar, Serkan Buldur

In this study, a teaching program was designed to improve preservice teachers’ self-efficacy about the use of alternative assessment. The teaching program has three stages: workshop, observation, and teaching. Preservice teachers’ opinions about the contribution of the teaching program to their professional development and the effect of the program on their self-efficacy were determined. Data was collected through a survey, students’ reflective journal, and interview. Results show that preservice teachers had understanding about alternative assessment and positive opinions about the teaching program. Furthermore, their self-efficacy toward use of the alternative assessment improved. The teaching program had positive contributions to preservice teachers’ professional development.

482-496

Authors: Ragnhild Löfgren, Jan Schoultz, Glenn Hultman, Lars Björklund

Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scien¬tific descriptions were dominating ways of communication. Only in a few cases explanations of scien¬tific phenomena were in focus. Those situations caused turning points into more interac¬tive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material – it needs to be trained!

509-524

Authors: Celeste Ferreira, Mónica Baptista, Agnaldo Arroio

Since the widespread introduction of Information and Communication Technology (ICT) in education the use of multimedia environments has increased substantially. This qualitative study analyse how teachers integrate multimedia tools into teaching and learning sequences (TLS) in science education. Four in-service teachers’ groups have been investigated across a 40 h teachers’ training course to analyse their pedagogical strategies and difficulties for introducing multimedia tools in science teaching. During the training program to discuss multimedia environments teachers (n=14) were invited to build teaching learning sequences (TLS) about some science content using multimedia tools. The results obtained through a content analysis suggest that these teachers are integrating multimedia tools mostly to enhance particular concepts and skills (integrated approach) than to innovate presentations (enhancement approach). In all cases teachers adopted structured tasks and in two of these they were not aware of the necessity to make explicit links between the multimedia tools and the other activities. Some difficulties related to pedagogical approaches and teachers’ knowledge are discussed.

535-540

Authors: Editorial Board

End page, Vol. 12, No. 4, JBSE, 2013

265-266

Authors: Editorial Board

Cover page, Vol. 12, No. 3, JBSE, 2013

268-270

Authors: Boris Aberšek

When European Union (EU) heads of state and government met at a summit in Lisbon in 2000 (Lisbon declaration, 2000), they set the goal of making Europe 'the most competitive and dynamic knowledge-based economy in the world'. In a knowledge economy, the 'most effective modern economies will be those that produce the most information and knowledge, and make that information and knowledge easily accessible to the greatest number of individuals and enterprises'. This policy brief suggests that individuals and companies can easily collaborate and compete globally, and that the solution for Europe in meeting the Lisbon goals is to invest heavily in education and skills. Statistical evidence briefly demonstrates the high return on investment in education. It makes recommendations for ensuring that Europe' school systems become more flexible and effective in improving learning outcomes, and argues that Europeans capacity to compete in the global knowledge economy will depend on whether its higher education institutions can meet the rapidly growing demand for high-level skills. International comparisons demonstrate the challenges confronting Europe but also illustrate the success of efforts to meet such challenges.

289-298

Authors: Ayşenur Yontar Toğrol

This study analyses the drawings of scientists done by Turkish students, primarily to learn how the students have represented scientists and to find out the stereotypical images that they use. The drawings are compared with the results of a similar study conducted twelve years earlier by the same author. Gender characteristics and differences are a focus of interest. The Draw-a-Scientist Test (DAST) was used to record and analyse the images. The sample for the study consisted of 520 students from various grade levels. Their drawings are discussed in terms of three themes: the general use of standard indicators, gender differences in stereotypical images, and implications of the results for teaching and learning science.

312-321

Authors: Ya-Ling Wu, Cheng-Wu Chen

In Taiwan, substantial resources have been invested in training programs for Aboriginal adolescents in response to their poor occupational achievement. This study examined the relationships between the learning experiences of science training, vocational self-concept, and occupational aspirations among Taiwanese Aboriginal adolescents. Data were collected from a questionnaire survey of 760 Taiwanese Aboriginal adolescents who had successfully completed the science training. The results of this study demonstrated that the Taiwanese Aboriginal adolescents’ learning experiences of science training directly and indirectly influenced their occupational aspirations vis-à-vis the effect on their vocational self-concept at the individual level, which in turn directly influenced their occupational aspirations. The findings suggest that the science training programs for Taiwanese indigenous youth may provide sufficient supports in culturally responsive ways to facilitate these trainees’ vocational self-concept and occupational aspirations

337-351

Authors: Miriam Muscat, Paul Pace

Classroom-based science teaching tends to be dominated by teaching that stifles the students’ natural curiosity and eagerness to discover their surroundings. Knowledge makes sense to students particularly when it is learned within the context of an authentic experience. Thus classroom-based science needs to be complimented by out-of-classroom activities which offer direct and relevant information that influences students’ learning. Students build new knowledge on already existing schema, thus it is important for both teacher and students to question and evaluate their knowledge to be able to build on solid grounds. This paper illustrates examples of meta-cognitive tools (i.e. Vee diagrams and concept maps) used before and after site-visits to explore the contribution of out-of-classroom activities to the students’ biological cognitive development. This research shows that site-visits are a necessary part of science learning because they help students develop observational and reasoning skills, link biology to personal life experiences and contextualise inert classroom knowledge, making it more meaningful and easier to remember.

365-377

Authors: Heilo Altin, Margus Pedaste

The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers’ and students’ impressions. However, robotics can be seen as a “tool” to create many approaches to science education, such as inquiry learning and problem solving.

389-392

Authors: Editorial Board

End page, Vol. 12, No. 3, 2013, JBSE

125-126

Authors: Editorial Board

Cover, JBSE, Vol. 12, No. 2, 2013

128-129

Authors: Ryszard M. Janiuk

Out-of-school learning has been playing an increasingly important role in science education. It can be implemented in various ways and encompasses learning activities that take place outside normal lessons reserved for compulsory education. This form of education is typically not coordinated by the school itself and young people take part in it voluntarily. It resembles “outdoor education”, which is, however, more closely linked with meeting aims stemming from formal education. Since the learning activities used in both forms of education are similar, very often solutions and experiences in one form are transferred to the other. Educators from many countries have shown considerable interest in out-of-school learning for many years. It is recommended in official documents concerning formal education and by organisations dealing with science education. Already in 1996, the National Science Education Standards, which are a set of guidelines for science education in primary and secondary schools in the United States, emphasised the importance of this method of expanding and supplementing students’ knowledge. Similarly, the materials for teachers accessible on the website of the Association for Science Education in the UK contain several useful tips concerning the use of out-of-school learning in science education.

139-151

Authors: Umesh Ramnarain

This study attempted to identify the achievement goal orientation of grade 12 Physical Sciences students from disadvantaged communities, and thereafter explain goal orientation by investigating its interaction with teacher, school and parent goal emphasis. The research adopted a mixed methods design involving first a quantitative survey of 300 students from 6 schools using an achievement goal questionnaire developed by Vedder-Weiss and Fortus (2010), followed by interviews with 12 students that served to explicate the trends revealed from the survey. A finding of this study was that disadvantaged Black students have a much stronger performance goal orientation in comparison to a mastery goal orientation. Students perceive the teacher, school and their parent to emphasize such a goal orientation. Despite disadvantaged students being motivated to perform well and achieve high marks in science, the dismal grade 12 results in the national Physical Sciences examination does suggest that a performance goal orientation of students may not be ideal.

159-177

Authors: Zeynep Aksan, Dilek Çelikler

Through this research, it was aimed to determine the Pre-Service Teachers’ perceptions and opinions about greenhouse effect. The research was carried out with 395 Pre-Service Elementary Teachers. The data in the research were collected through the questionnaire consisting of 36 items with likert type 5 related to greenhouse effect adapted into Turkish by Kılınç, Boyes and Stanisstreet (2008) developed by Boyes and Stanisstreet (1993) and an open-ended question. The quantitative data obtained from the questionnaire used in the research were analyzed using SPSS package program. The qualitative data obtained from an open-ended question were evaluated using the descriptive analysis technique. According to the results of the research, it has been observed that Pre-Service Teachers are not equipped with the sufficient knowledge about environmental problems. It has been concluded that Pre-Service Elementary Teachers established the false cause-effect relationship between environmental problems such as greenhouse effect, ozone layer problem, acid rain.

191-204

Authors: Kamisah Osman, Rian Vebrianto

The study focuses on how best to foster the science process skills and improving achievement of secondary schools students in Riau Indonesia. This research used a quasi-experiment method which involved two experimental groups and one control group. The first experimental group used an environment learning module based on Information Communication Technology (ICT), whilst the second experimental group used the environmental module without ICT. The third group went through the teaching and learning process using conventional methods. The instruments used were the Science Process Skills test and students’ achievement test. Analysis of the findings was done descriptively followed by subsequent inferential analysis using ANOVA and MANOVA tests. It was found that there exist significant differences in science process skills and achievement between the two experimental groups and the conventional group. Based on the findings, it is suggested that science teachers need to be adroit in varying their teaching approaches as well as orientating themselves in using ICT in their teaching.

219-233

Authors: Bih-Yaw Shih, Tsung-Hao Chen, Yevvon Yi-Chi Chang, Wen-Yaw Chung, Chen-Yuan Chen

More and more LEGO NXTs are applied to combine with different courses for designing multimedia instructional materials. Therefore, understanding the factors affecting the teachers’ intention of using Lego NXT has been an eager research issue. The purpose of the current research is to explore the teachers’ intention of using Lego NXT in primary school. A model combining the Technology Acceptance Model (TAM) as well as system and participant characteristics is proposed. Data were collected from forty seven primary school teachers in Kaohsiung and Pingtung county. Structural Equation Modelling (SEM) is used to test the hypothesis.

249-260

Authors: Huseyin Akkus

The purpose of this study is to explore pre-service secondary science teachers’ images of themselves as science teachers. Also, the association between instructional style, and domains was explored. 130 secondary science teachers (biology, chemistry and physics) from 26 public universities participated in the data collection for this study. The Draw a Science Teacher Test Checklist (DASTT-C) was used as a data collection instrument. The results of study showed that pre-service science teachers’ images is 24.62% student-centred, 53.85% between student and teacher-centred, and 21.4% teacher-centred teaching style approaches. A significant association was found between domain and instructional style. Pre-service chemistry teachers were more willing to use student-centred teaching style rather than pre-service biology and pre-service physics teachers.

1-2

Authors: Editorial Board

Cover, JBSE, Vol. 12, No. 1, 2013

4-5

Authors: Peter Demkanin

There is no doubt, that preparation of new teachers significantly influences many aspects of education. Most of us, readers of this Journal, are involved in preparation of new science teachers. My group focuses on physics teachers for secondary school level and this is the main perspective of this reflection. When we talk about physics teacher, we usually imagine formal education – education at schools with prescribed goals. Of course, many of us feel that we need well educated educators also for informal and unformal education – for science clubs, for preparation of good material for our children and teens for TV and web. I have in mind both groups of physics educators here. By the way, recent research proved that the main source of science related knowledge of teens in my country after school is TV, much more than web, parents or printed media (Demkanin & Chalupkova, 2011).

21-33

Authors: Ozlem Sadi, Miray Uyar

This structural equation modeling study aimed to investigate both direct and indirect relationships among self-efficacy for learning and performance, cognitive self-regulated learning strategies (CSR), metacognitive self-regulated learning strategies (MSR), time and study environmental management strategies (TSEM), effort regulation strategies and biology achievement of Turkish high schools students. Results of a path analysis showed that students who have high self-efficacy, MSR, TSEM and organizational strategies to complete a task in the face of difficulties can become successful in biology. Also, the findings were found that higher levels of self-efficacy directly associated with CSR, MSR, TSEM and effort regulation strategies. Moreover, mediator analyses explained several mediator effects between these variables that are discussed with the importance of motivational and learning strategies in achievement.

47-58

Authors: Cem Oktay Güzeller, Neşe Özkal

As supportive of traditional measurement and assessment approaches in 7th Grade Science and Technology course’s “Light” chapter, the purpose of this research is to test the effect of performance based status determination on students’ perception of self-efficacy, their course related concerns and permanence levels. As supportive of traditional measurement and assessment approaches the performance based status determination has been applied to the experiment group while control group has been applied only traditional measurement and assessment approaches by the researcher. Analysis of the data obtained in the research have been evaluated by single factor analysis of covariance (ANCOVA) and two factor (repeated measures) ANOVA for repeated measurements on single factor. As a result, while significant difference has been found between experiment and control groups from the perspective of self efficacy perceptions, no significant difference has been found between course related concerns and permanence levels.

73-91

Authors: Bih-Yaw Shih, Tsung-Hao Chen, Sun-Ming Wang, Chen-Yuan Chen

The current study explores the learning effects of applying LEGO NXT in the science and life technology course based on the situated learning theory. Two fifth-grade classes of experimental group use LEGO NXT in the teaching; and the other two are control group by integrating information technology into the teaching. The results reveal that the learning effects of students instructed with LEG NXT in the teaching are superior to students instructed with information technology integrated in the teaching. Meanwhile, using LEGO NXT is sufficient playfulness but not ease of use. Furthermore, Using LEGO NXT in the teaching has a positive impact on learning effects.

107-118

Authors: Maria Isabel Runnel, Margus Pedaste, Äli Leijen

Only a limited number of studies have focused on guiding students’ reflection in the context of inquiry learning in science education. In this study, a review of literature about reflection, reflection skills, and reflection levels was conducted in order to develop a new model for guided reflection in the context of science education using the advantages of technology-enhanced learning. The outcomes of the literature review suggest that in the context of science education reflection should be seen as a metacognitive activity that supports the integration of theory and one’s own experiences to learn from experience. It contains active reviewing and conceptualization of regulative and inquiry activities. The main activities of reflection in this context are describing, justifying, evaluating, and discussing. According to the theoretical model, describing can be guided by writing a diary or narrative, justifying by explanation guidance, or evaluating and discussing by role play. Guiding questions can be applied in supporting all activities of reflection.