Journal of Baltic Science Education

3

Authors: Editorial Board

Contents, JBSE, Vol. 3, No. 2, 2004

5-14

Authors: Eila Jeronen

Since 1990 the Finnish society, the school system and the teacher education have strongly changed. The aim of the article is to discuss what kind geographical and biological teacher education has been and how it is nowadays in the University of Oulu. The study reported here is a qualitative case study. The resultant data is based on reflective diaries written by 74 student teachers in 1998-2003. The data was analysed by using inductive and deductive content analysis methods. According to the student teachers, the programme of the geographical and biological teacher education in the University of Oulu creates a good basement for the development of teacher identity and for acting as a teacher.

22-33

Authors: Jan Schoultz, Glenn Hultman

With this paper we want to discuss possibilities and problems for pupils to learn science. Exploratory studies have been carried in science classrooms. The science lesson exists in a context of its own but classroom interaction reveals parallel discourses and many research studies show that pupils have great difficulties to move from an everyday discourse into a science discourse and to acquire the special language of science and the special ways of seeing the world.

52-59

Authors: Dogan Tozoglu, Musavver D. Tozoglu, Ahmet Gurses, Cetin Dogar

The purpose of this study was to examine students’ perceptions toward essay versus multiplechoice exams. Fifty students from a science education department participated in this study. Overall studentrating data revealed that students showed significantly (p<0.001) more favorable attitudes towards multiple choice test format compared to essay type formats in terms of the most critical dimensions assessed. These findings suggest that student perceptions should be taken into consideration while planning and constructing classroom testing. Suggestions for future research and implications for having students’ perceptions are also discussed.

69-75

Authors: Anne Laius, Miia Rannikmäe

For any paradigm change, and certainly for reflecting on STL (scientific and technological literacy) ideas, it is essential for teachers to be involved in professional development. One form of professional development that was used to promote STL teaching was to guide teachers, through workshops, to create their own teaching materials, based on the STL philosophy. The current research was carried out during the 2002 school year with teachers of science subjects and their 9th grade students in different Estonian schools. The experimental schools were divided into three groups (3 schools per each): in Group 1, one teacher participated, in Group 2 two teachers participated and in Group 3 three teachers participated in the courses and taught the same students, at the same time, in different science classes. The experimental teachers enrolled in the 8-month STL teaching intervention study and in the course of that their students were exposed to an 8-week STL teaching module. The results of creativity tests, undertaken before and after the intervention study, showed, that the students’ creativity mean changes during the 8-week STL teaching module, depended upon the number of teachers. Of importance is that the collaboration of two or three teachers can significantly more increase the creativity f students – a further aim of the STL teaching approach.

80

Authors: Editorial Board

End page, JBSE, Vol. 3, No. 2, 2004