Journal of Baltic Science Education

415

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 23, No. 3, 2024 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

421-431

Authors: Semra Ayata, Gorkem Oylumluoglu, Muhammet M. Alpaslan

Energy literacy has become a critical issue in recent years. The purpose of this study was to examine the contributions of epistemological beliefs to energy literacy in lower-secondary school students in Turkey. Data were collected via self-report questionnaires from 656 lower-secondary school students in the Aegean Region of Turkey. To address the research questions, Pearson correlation and multiple regression were implemented. Descriptive results revealed that students had a low energy literacy mean score in the knowledge dimension whereas they had moderate mean scores in the behavioral and affective dimensions. Multiple regression results yielded statistically significant contributions of epistemological beliefs to energy literacy. Analysis revealed that the reasoning dimension positively predicted the energy literacy in the knowledge dimension whereas the authority and accuracy dimension did negatively. The results of this study suggest that advancing students’ epistemological beliefs can be a way to increase students’ energy literacy levels.

449-463

Authors: Mustafa Cansız

Although integrating the history of science (HOS) into teaching has long been recommended in science education research, studies have revealed conflicting results on its effectiveness. These are mainly due to the need for more studies in this context. Therefore, this research aimed to explore the impact of HOS teaching on science process skills, knowledge of science concepts, and attitudes toward science. In this research, a quasi-experimental research design was employed. The HOS was contextualized into the topic of the circulatory system. Two intact classes were chosen as the experimental group (EG) and the two others as the control group (CG). The EG students were involved in HOS activities during the treatment, while the CG students followed the curriculum-driven activities. The findings indicated that the impact of HOS education was evident, as students in the EG outperformed those in the CG in retaining knowledge of science concepts and demonstrating positive attitudes towards science. However, HOS education and curriculum-driven instruction have similarly impacted the development of science process skills. These results support the conceptual premise that HOS teaching is an alternative and a worthy way of supporting students’ scientific literacy.

476-494

Authors: Seongun Kim, Sungman Lim, Kwangho Lee, Ari Widodo, Soyoung Yun

The pressing issue of climate change demands an informed future generation, yet how aware are students? This study dives into the varying levels of climate change awareness among 1,079 Korean and 2,507 Indonesian primary school students using a sophisticated survey tool developed by Lee et al. (2021). Surprisingly, while both groups exhibited high levels of awareness, significant cross-cultural differences were uncovered. Indonesian students demonstrated higher levels of action, concern, belief, attention, and policy. This stands in stark contrast to Korean students, who, despite having a higher understanding of causes and effects, showed lower levels of belief and attention to the issue. These findings not only challenge us to rethink our educational strategies but also underscore the critical role of cultural contexts in shaping environmental awareness. This comparative analysis reveals startling insights into the complexities of educating the next generation about climate change, setting the stage for urgent educational reforms.

518-535

Authors: Nasser Mansour, Mustafa Çevik, Ali Yağci, Sarah Bader Mohsen Alotaibi, Heba EL-Deghaidy

STEM education plays a key role in influencing and orienting students' interests towards STEM fields and careers. This influence is multifaceted, involving not only STEM content and experiences but also teachers, schools, and personal factors. The purpose of this study is to explore the factors impacting the academic performance of 951 tenth grade students in STEM subjects (physics, chemistry, biology, mathematics, and information technologies) who are attending public and private schools in two provinces of Turkey. Using a correlational research model, the study assessed how students' personal characteristics, teacher effectiveness and school characteristics affect achievement in STEM courses. Data were collected using the ‘Factors Affecting STEM Achievement Questionnaire (FA-STEM-A)’, a 20-item questionnaire divided into three sub-dimensions. Analyses focused on the relationships between student characteristics, teaching quality, school infrastructure and STEM performance. Structural equation modelling revealed that positive student characteristics, especially fondness for STEM subjects and confidence in STEM abilities, moderately increase achievement. In contrast, negative factors attributed to teachers and schools, such as inadequate classroom activities, lack of educator expertise, inadequate technological resources, and large class sizes, hindered student performance. These findings emphasize the important influence of both inherent student qualities and external educational conditions in determining STEM education.

550-569

Authors: Peiyao Tian, Yanhua Fan, Daner Sun, Yan Bai

This study utilized the SEC (Survey of Enacted Curriculum) method to examine the alignment between Chinese high school chemistry curriculum standards (HSCCS) and the assessment of ‘Chemical Reaction Principles’ in the National College Entrance Examinations (NCEEs). The HSCCS and NCEEs were coded into two-dimensional matrices separately using SPSS, MATLAB, and EXCEL. The alignment coefficients were analyzed both macroscopically and specifically based on two dimensions: themes and cognitive levels. The findings indicated a generally low alignment between NCEEs and HSCCS in the ‘Chemical Reaction Principles’ domain, and no statistically significant alignment was observed. Comparing Porter alignment coefficients revealed a gradual increase in the overall alignment level between 2018–2022 NCEEs and HSCCS due to curricular reforms. Further specific analyses and comparisons highlighted significant discrepancies between NCEEs and HSCCS concerning themes and cognitive levels. Regarding themes, ‘Ionic Reactions and Equilibrium in Aqueous Solutions’ showed substantial alignment between NCEEs and HSCCS. However, for ‘Application of Ionic Reactions and Equilibrium’ and ‘Systems and Energy,’ NCEEs diverged significantly from or exceeded HSCCS requirements. Concerning cognitive levels, NCEEs demanded higher levels of student cognition compared to HSCCS.

588-590

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 23, No. 3, 2024 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/