Journal of Baltic Science Education

561-562

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 22, No. 4, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

564-567

Authors: Vincentas Lamanauskas

There is no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children’s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children’s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle.

579-599

Authors: Hana Choi, Ilho Yang, Seongun Kim, Sungman Lim

An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups.

615-630

Authors: Nur Huda, Eli Rohaeti

The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students' anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students' motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8% of the overall proportion of upper-secondary school students' motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy.

641-652

Authors: Sinem Yalgin, Kemal Akkan Batman, Mert Bastas

Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS's construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students' attitudes towards the teaching process, with 13 items. The second dimension assesses students' negative attitudes, including five items. The third dimension evaluates students' attitudes towards experiments, containing five items.

668-681

Authors: Qiang-Wen Lin, Yu-Zhou Luo

Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach.

701-718

Authors: Tugen Xu, Jiaying Xu, Xiaoqing Xu, Jijian Lu

This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum.

737-740

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 22, No. 4, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

373-374

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 22, No. 3, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

376-380

Authors: Rita Birzina

Teaching biology is interesting and challenging, at the same time, it is also a dilemma because new and new advances are being made in biological science: biodiversity is changing - new species are being discovered while others are threatened with extinction, and unprecedented genetically modified organisms are being created. Teachers find it difficult to keep up with all the latest developments, especially in cell and molecular biology (Tunnicliffe & Ueckert, 2007). Biology is a unique science that studies living things. The discipline of biology differs from other fields of science (e.g. physics and chemistry) in the breadth and complexity of its knowledge content and the interconnectedness of knowledge at many different levels (Wandersee et al., 2000). Regarding the use of different research methods, biology is also involved in exploring both the micro-world through microscopy, experimental work in the laboratory or in field studies of the macro-world.

393-412

Authors: Emre Vadi Balcı, Özlem Duğan, Bulent Cavas

In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.

427-438

Authors: Tan-I Chen, Shih-Kai Lin, Hung-Chang Chung

The combination of education and robots is becoming an increasingly important issue. Although researchers have conducted some studies on educational robotics in STEM education at the undergraduate level, no research examined the effects of gamified educational robotics on participants’ motivation and creativity. Therefore, this study examines the effects of gamified educational robots on participants’ learning motivation and creativity in STEM. A quasi-experimental research design was used in this study. A total of 108 students from two classes enrolled in the information technology course were involved as participants. Learning motivation and creativity scales were used to collect data. The participants were introduced to a gamified educational robot as the course objective, learning content, and game mechanism to increase motivation and help students solve problems. In contrast, students in the control group received conventional instruction consisting of group discussions and lectures. Activities in both groups were held for eighteen weeks in three phases. The results showed that gamified educational robots could enhance learning motivation and positively influence learners' creativity. The results also indicate that learning motivation has significant effects on creativity, and students with high motivation perform better in terms of creativity. The results strengthen interdisciplinary STEM teaching and promote students' learning outcomes.

454-469

Authors: Teresa Lupión-Cobos, José Ignacio Crespo-Gómez, Cristina García-Ruiz

This study analyses the teachers' perceptions of their capacity for designing and developing STE(A)M projects in a professional development programme (PD) conducted through a collaborative educational research project carried out between the University and the centres by the IndagaSTEAM Escuela project. Incorporating STEAM education in the classroom poses various challenges to teachers, among other aspects, associated with conceptualising, designing and applying the curricular integration of STE(A)M subjects, requiring training programs updates for this purpose. Hence, the design developed promotes applying an inquiry-based approach and adapting the integrative STE(A)M curriculum in the Primary Education classroom. Challenges and opportunities of the teachers' involvement have been analysed as a case study undertaken longitudinally between 2019 and 2022. Data have been compiled from a varied typology (rubrics evaluation, ad hoc interviews and questionnaires, using the Likert scale), which give an account of the global perception these educators have, on the one hand, of STE(A)M education and the inquiry approach and, on the other hand, of the collaborative learning scenario from the framework used.

493-505

Authors: Yangyi Qian, Yangqian Wang, Jinju Wen, Simin Wu, Jijia Zhang

A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.

520-537

Authors: Yating Zeng, Shaohui Chi, Zuhao Wang, Xiaosong Zhuang

Online metacognitive skills are the real-time awareness of cognition, which can effectively promote science learning and improve performance in solving scientific problems. Therefore, it is important to enhance and diagnose students’ online metacognitive skills in science education. This study aimed to evaluate ninth-grade students’ online metacognitive skills while processing chemistry problems. To achieve this goal, this study constructed a framework for guiding the development of an instrument comprising 12 two-tier items. A total of 258 ninth graders took part in the field testing in Jiangsu, China. A partial credit Rasch model analysis was employed to inform instrument development and evaluation. The results revealed that this instrument was valid and reliable for assessing students’ online metacognitive skills. Nearly 70% of the ninth-grade students in this sample were able to monitor their own thought processes or evaluate their own cognitive performance in processing chemistry problems. About one-third of the students could regulate their thought processes. However, less than 4% of the students could make attributions about their cognitive performance.

549-558

Authors: Gamze Alp, Berna Coskun Onan

Issue date: 15 April 2023 Original Paper: Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215 Abstract. Erratum for “Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215”. Keywords: erratum This document presents the appendices belonging to the published article.

185-186

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 22, No. 2, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

188-191

Authors: Uladzimir Slabin

Conducting research in science education, the authors of the Journal of Baltic Science Education surely remember eponyms in school subjects and university courses. Eponym is a term that includes the name of the person, who discovered a species (biology), explored a glacier (geography), synthesized a compound (chemistry), formulated a law (physics), invented a device (engineering), proved a theorem (mathematics), treated or suffered a disease (medicine), etc. Most chemists and chemistry teachers know, e.g., such eponyms as Avogadro number, Wurtz reaction, Mendeleev table, Liebig condenser, Claisen adapter, Berthollet salt, asf. Eponyms are a relatively new domain of scientific terminology: they first appeared in the 19th century, when the development of science and technology grew rapidly, and scientists decided to honor brilliant colleagues, attaching their names to the discoveries they made. Before this, scientists used words from national and Latin languages to name discovered phenomena.

204-214

Authors: Norah A. Algarni, Nidhal Sh. Alahmad

Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers' preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists' methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists' observations. No significant differences among students' views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students' views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers' preparation programmes and suggest recognising chemistry department faculty members' attitudes to developing students' NOS concepts.

232-253

Authors: Xiang-xiang He, Yi-ping Deng, Jian-hua Liu, Guang-yu Sun, Jian-wen Xiong, Yang Xiao

Students’ informal science learning experiences are believed to strongly influence their attitudes toward science and their abilities in the subject. Factors associated with students’ informal science learning experiences include family socioeconomic status and perceived family support. However, little is known about whether perceived family support for children’s formal and informal science learning differs significantly. The present study filled this gap by exploring how students’ perceived family support for formal/informal science learning affected the link between their socioeconomic status and their experiences of informal science learning. Survey data were collected from 486 Chinese grade 4-6 primary school students. Structural equation modeling demonstrated that the students’ socioeconomic status and their informal science learning experiences were significantly and positively correlated. This association was chain-mediated through two categories of perceived family support. Specifically, students’ socioeconomic status affected their informal science learning experiences through the separate mediating role of family support for formal science learning and the sequential mediation of perceived family support for formal and informal science learning. These results uncover the role that family support plays in students’ science education; accordingly, parents are encouraged to help their children learn science both formally and informally.

269-281

Authors: Sun Young Kim, Amani K. Hamdan Alghamdi

This study examined students’ perceptions of their science learning environment and how it relates to their metacognition and self-efficacy. An exploratory study (N=186 South Korean secondary science students from a large-city urban school) used two instruments: Outcomes-Based Education Learning Environment Questionnaire [OBLEQ]; Self-Efficacy and Metacognition Learning Inventory-Science [SEMLI-S]). Descriptive and inferential statistics revealed that that Korean students’ mean score of science learning environment was 2.98, representing male students scored highest on Involvement (M=3.24), while female students scored highest on Cooperation (M=3.00). In addition, regarding students’ perceptions on their self-efficacy and metacognition learning in science, the mean score of SEMLI-S was 3.16, with both male and female students’ highest score on Learning Risks Awareness (3.34 and 3.25 respectively). Further, the students’ perceptions on science learning environment predicted students’ metacognition and self-efficacy. The Investigation subscale, which emphasizes processes of inquiry, was the dominant predictive factor for both male and female students’ self-efficacy and metacognition. The subscale Involvement was the next best significant predictor of male students’ metacognitive orientation. Personal Relevance, Responsibility for Own Learning, and Differentiation filled that role for female students.

294-308

Authors: Tsai-Yun Mou

The development of STEAM education has captured researchers’ attention due to its advantages for students’ learning and interest in related subjects, specifically in kindergarten to grade 12 (K-12) educational settings. However, there is limited research on the inclusion of STEAM in higher education, and what university students think as they are on the professional training track. This study aimed to examine university students’ attitudes towards STEAM via a 3D design project. Twenty-seven college students participated in this study. A questionnaire and focus group interviews were administered at the end of the course to uncover the students’ learning enjoyment, conceptions of STEAM learning, and intentions of STEAM future design/work involvement. The results show that the students enjoyed the 3D STEAM project regardless of their performance. High-performance students had higher conceptions of STEAM learning after the project. All of the students highly agreed that they could integrate interdisciplinary knowledge into their 3D designs. With regard to future intentions, they generally did not show an active attitude towards STEAM involvement. The students’ learning enjoyment in the STEAM project did not have a strong positive correlation with their future intentions. Findings from this study could offer inspiration for art-oriented courses that look for potential interdisciplinary integration and expression in STEAM.

323-336

Authors: Tülay Şenel Çoruhlu, Muammer Çalık, Sibel Er Nas, Büşra Bilgin

Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the "matter and its nature" subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS.

357-369

Authors: Clarice Wider, Walton Wider

A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for "understanding the problem" and "devising a plan" are moderate, while "carrying out the plan" is good and "looking back at the solution" is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student’s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics.

1-2

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 22, No. 1, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

4-9

Authors: Paolo Bussotti

Among the mathematical methods which are taught in the last years of almost every high school, the mathematical induction deserves particular attention. It can be used both to define mathematical entities and to prove theorems. The second use is more common at high school level and is easier. Thus, I will basically focus on it, though analysing in depth two definitions by induction. The aim of this contribution is to offer the basic elements for a didact unit which could be developed in six/seven hours of lesson. In this editorial a didactic unit has been proposed. Here only the basic elements have been given. The unit might be enriched by tracing the history of the inductive principle, which is interesting and formative from an educational standpoint (see, e.g., Palladino-Bussotti 2002). From an epistemological-methodological perspective, it should be pointed out that mathematical induction is a method of proof, but not a method of discovery. It is not a heuristic procedure. The presentation of an organised set of lessons on the principle of mathematical induction is significant and appropriate in the last years of high school because: 1) it introduces the learners within a method typical of whole numbers; 2) it connects mathematical issues with logical ones; 3) it is useful in order to clarify the difference between the way of reasoning connoting mathematic and that typical of empirical sciences. Hence, it is also useful in a science education context; 4) it can be related to the history of mathematics, so as to show that mathematics is also a humanistic discipline, born from conceptual problems, and not only a technical one; 5) it has also connection with epistemological themes linked to the heuristic of mathematics.

20-36

Authors: Thumah Mapulanga, Yaw Ameyaw, Gilbert Nshogoza, Elton Sinyangwe

Since pedagogical content knowledge (PCK) influences the teaching-learning process, it has dominated research on teacher effectiveness. This case study explored teachers’ enacted topic-specific PCK (TSPCK) during the biology lesson study stages: planning, teaching, and reflecting. The enacted TSPCK in two video-recorded research lessons was analysed qualitatively. The results showed that the teacher enacted both high-order and low-order pedagogical actions in the enactment of the TSPCK on eight themes, namely: teaching strategies, classroom interactions, representations, curricular saliency, conceptual teaching strategies, students’ prior knowledge and misconceptions, and what makes teaching or learning difficult. The results also show that the teachers’ collective planned TSPCK was more developed than their personal TSPCK, indicating that participation in the lesson study improved the teachers’ TSPCK. The study is important as it shows how teachers enact their personal and collective TSPCK in respiration. It also demonstrates the potential of lesson study to improve teachers’ PCK through collaborative planning and reflection on taught lessons. The study recommends using lesson study to improve teachers’ enacted TSPCK in respiration, and biology as a whole.

57-72

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

Postulating that academic papers can positively impact the actual teaching practices of science teachers, this study analysed the process of understanding and utilising academic papers by science teachers to teach scientific creativity in their schools. The 45–hour graduate course of three science teachers was explored to identify the difficulties teachers encountered in trying to understand academic papers and to discover how to solve these difficulties. Second, which aspects should be considered when developing teaching materials for scientific creativity to be used in schools were analysed. A transformation model of an academic paper was proposed to understand this process, and the results were organised accordingly. According to this model, it was emphasized to translate academic papers from a general and abstract state to a local and concrete state. Therefore, the role of science educators as knowledge translators was discussed for more practical and effective use of academic papers in school. This study is expected to contribute to research-based teaching by linking academic research with teaching practice.

83-99

Authors: Tolga Saka, Tufan Inaltekin

Exploring science teachers' classroom assessment behaviors is a way to understand the professional knowledge competencies underlying effective teaching practices. One of the most important components of in-class assessments is teacher questions. However, studies examining teacher questions that provide support to accurately determine student learning and manage the lesson effectively are quite limited. This research presents a case study of a science teacher in Turkey regarding the question types and questioning proficiency in the teaching of 5th grade "Measurement of Force and Friction" and "Matter and Change". The data have been collected through course observations. The study used an observation evaluation protocol to analyze the video recordings taken from the science teacher's lectures. The results of this study showed that about half of the questions that the science teacher has asked in his class remain at a partially appropriate and inappropriate level, and that the teacher mostly prefers questions that aim to evaluate real information and summarize what is important in his courses. These results point to the need for professional development on a teacher's questioning practices. Therefore, it can be said that those who plan professional development programs for science teachers should consider efforts to improve teacher questioning practices.

113-129

Authors: Fauziah Sulaiman, Jeffry Juan Rosales, JR., Lee Jae Kyung

Issues like why students felt far from physics and did not choose physics as their prime learning option are familiar in education. This paper aims to study the effectiveness of the STEM-Project-Based learning module in physics on students' personal interest and sense-making and effort. This research used the quasi-experimental model, employing a two-group pre-survey-post-survey design. Quantitative data were collected using the Colorado Learning Attitude about Science Survey (CLASS) instrument at two selected schools in Sabah, Malaysia, and Seoul, Korea. The sample size was 88 Form 4 students in Malaysia and 66 second-year high school students in Korea who learned classical mechanics. The students were divided into two groups, respectively, i.e., the experimental group (Malaysia=44, Korea=33) and the control group (Malaysia=44, Korea=33). Participants in the experimental group were intervened with the integrated STEM-PBL physics module, whilst participants in the control group learned physics through a conventional approach for eight weeks. Participants in both groups were then administered a pre-survey before and post-survey after the intervention. This research showed that the integrated STEM-PBL physics module significantly improved students' personal interest, and sense-making and effort after the intervention. The paper also highlighted the research's implications and suggestions.

153-166

Authors: Yi-Kuan Tseng, Fan-Sheng Lin, Wernhuar Tarng, Yu-Ling Lu, Tzu-Ling Wang

Physical and virtual labs have unique capabilities that can influence how students learn from them. The purpose of this study was to examine the effect of physical and virtual manipulatives on students’ learning of heat and temperature and to examine the influence of various combinations of physical and virtual manipulatives. A total of 205 participants were divided into four groups: only physical manipulatives, only virtual manipulatives, physical-virtual manipulatives, and virtual-physical manipulatives. Students’ knowledge acquisition was tested using Pre-test–Post-test design. The results showed that physical and virtual manipulatives are as effective in facilitating students’ learning of state changes, but virtual manipulatives are more beneficial to students’ learning of thermal expansion and contraction than physical manipulatives are. Physical-virtual manipulatives are more effective than virtual-physical manipulatives or physical manipulatives alone are to promote students’ learning of heat and temperature, but this effect is similar to that of virtual manipulatives alone. The results suggest that virtual laboratories can effectively model abstract concepts. The better effect of the physical-virtual operation sequence on learning does not depend on whether the two types of experiments are combined or on the sequence of operations but on the type of experiment when its advantages actually contribute to learning.

182-184

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 22, No. 1, 2023 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

1121-1122

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 21, No. 6A, 2022 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

1124-1125

Authors: Dušica D. Rodić, Saša A. Horvat

According to the European Commission, education, science, technology, research and innovation are a prerequisite for achieving a sustainable EU economy. EU leaders have agreed to work towards a European Education Area by 2025 to take full advantage of education, training, and culture (EU, 2019). Scientific literacy takes center stage in major reforms in education and is often presented as a key goal of science education. This is due to the idea that scientific literacy could be a prerequisite for the economic survival and technological development of the society, at least if judged by the research based on correlations between large-scale international testing results and country’s economic prosperity level (Hanushek & Woessmann, 2010). Chemical literacy presents a significant constituent part of scientific literacy, given that the use of various chemicals plays a vital role in our daily lives whether we are talking about food, medicine, clothing or climate change.

1143-1164

Authors: Vera M. Divac, Filip Stašević, Marina D. Kostić, Daliborka Popović, Jelena Đurđević Nikolić

Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students' entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students' entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students’ entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased.

1181-1190

Authors: Stanislava I. Olić Ninković, Jasna M. Adamov, Aleksandar P. Rakita

With the development of technology, various new applications are increasingly used in schools. Their implementation often creates a stimulating environment for learning and leads to an increase in student performance. Due to their effectiveness, student responder systems (SRS) and similar mobile applications are increasingly used in teaching. The aim of the research was to examine students' opinions on application of Socrative online platform as a SRS in chemistry classes during formative evaluation. The sample included 77 primary and secondary school students from the Republic of Serbia. Online Socrative quiz was applied to evaluate their knowledge about mixtures (in primary school) and about antibiotics (in secondary school). After the quiz students filled out a questionnaire on their opinions towards the Socrative platform. The questionnaire consisted of 26 items organized in five subscales: advantage, belief, engagement, usability, and satisfaction. The obtained results showed that students had a positive opinion on the application of Socrative in chemistry education. As the positive features, students pointed out real-time feedback and increased engagement and motivation in class. Based on the obtained results, it can be concluded that students enjoy the use of online platform Socrative, so it is recommended for further use in chemistry classes in order to increase student participation and to develop a more efficient evaluation methodology.

1205-1208

Authors: Editorial Board

End page, Journal of Baltic Science Education, Vol. 21, No. 6A, 2022 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/