Journal of Baltic Science Education

5-16

Authors: Hezekiah Ukegbu Emereole

The conceptual knowledge of the science process of University of Botswana science students was sought through a questionnaire. Copies of the questionnaire were administered during briefing laboratory sessions in which the students had no practical lab work to do. The expressed conceptual knowledge was scored using a validated list of definitions of science processes. The analysis revealed that there was no correlation between the students’ conceptual knowledge of the processes and their demographic variables of gender, age, present programme of study, year of study, desired profession, secondary school science programme followed, their school and home environments. Their ability to provide correct conceptual definitions did not corroborate their stated level of familiarity with the science processes. No student gave correct definitions for three of the science processes, only 3% and less could give correct definitions for 10 of the 15 processes, and only for the processes of classification and communication were the percentages of correct definitions up to 23.3% and 8.2% respectively. It was suggested that science educators at all levels should ensure that their students acquire both conceptual and practical knowledge of the science processes.

27-36

Authors: Andero Vaarik, Mare Taagepera, Lembi Tamm

The aim of the present study was to follow the logic of student thinking patterns about atomic orbital structures on both the atomic model visualization and the corresponding symbolic representation levels. The students´ factual knowledge was measured by the percent correct answers with and without explanations, the misconceptions were documented, and the cognitive organization was analyzed using knowledge space theory. The study was carried out with 255 students studying chemistry at the 8th and 9th lower secondary school and 10th to 12th secondary school levels. The major findings included (1) the high proportion of correct answers on multiple-choice questions, without correct explanations, leading to false positive results which do not necessarily reflect understanding of the material; (2) the lack of a logic structure in students' thinking due mostly to the misunderstanding of symbols; and (3) misconceptions about what charges represent and the placement of electrons in ionic vs. covalent bonding.

48-54

Authors: Christoph Randler

Biodiversity has become a challenging educational topic and basic knowledge about animal or plant species, their identification and life history has been targeted as a fundamental aspect. There are few studies aiming at assessing pupils’ knowledge about vertebrates and it’s identification skills in pupils. Further, many educational practitioners and conservationists claim a significant decrease of species knowledge in today’s children and adolescents. Here, I try to quantify the knowledge about animal species using a large, illustrated questionnaire dealing with 54 vertebrate species. 879 lower secondary school pupils and 65 primary school pupils (4th graders) from three geographic regions throughout Germany participated in the study. Species knowledge was dependent on educational level and gender. It did not increase parallel to age or grade but rather reached a peak during the age of 14 years or during the 7th grade, respectively. Further, species knowledge did not decrease between the early 1980ies and 2005.

4

Authors: Uladzimir Slabin

The international scope of everything we do has exponentially increased over the last two decades. From the products we consume to the jobs we hold, and the stores in which we shop – almost all aspects of our lives have an international connection. And this is the case within science education. Situation with science education grows problematic worldwide, and it urges in both developing and leading industrialized countries. E.g., recent (2006) scores from the Program for International Student Assessment (PISA) illustrate it well: the test administered to students in 30 industrialized countries revealed that U.S. students continue to fall behind their peers in math and science. Students from Hong Kong followed Finland’s 15-year-old and Canada performed the best on the science portion of the test. Students in Finland, Taiwan, South Korea, Canada, and Hong Kong were the best performers in Math.

16-26

Authors: Ercan Akpınar

The purpose of this study was to investigate the effect of Dual Situated Learning Model (DSLM) on teaching photosynthesis and respiration concepts. The subjects of the study were 61 8th grade students who enrolled in a primary school in İzmir, Turkey. In this study, a quasi-experimental pretest-posttest control group design was utilized and two instruction methods were employed. Two groups were assigned randomly as experimental and control groups. Dual Situated Learning Model instruction was employed in experimental group whereas traditional one was employed in control group. A photosynthesis and respiration concept achievement test (17 items) and open-ended questions (6 items) were used as a measurement tools. The results indicated that there were significant differences between the groups in favor of the experimental group. In parallel, DSLM has been found to be more effective in eliminating misconceptions than traditional method.

34-43

Authors: Orhan Akinoglu, Zeynep Yasar

The aim of this study is to determine the effects of note taking during their science courses through the technique of mind mapping by primary education students, on their attitudes, academic achievement and concept learning. In the study, both quantitative and qualitative research methods were used. In the quantitative research area, the pre-test and post-test assessment model with experiment and control groups was used. In the qualitative research area, document analyses were made. The research was performed on 81 randomly chosen 6th (ages 11 and 12) grade students from public schools in the district of Fatih, Istanbul during the scholastic year 2004-2005. The application period took 21 course hours in total. The reliability coefficient of the academic achievement test, which was one the three measurement instruments, was calculated as KR20=0, 73. The Cronbach of the scale for the attitudes towards science courses, developed by Akinoglu (2001). is α= 0, 89. The open-ended questions used in the research were qualitatively encoded by means of open-codification method. On the basis of the data obtained in the research, it was determined that there was a significant positive difference in students’ concept learning, overcoming misconceptions, academic achievement and attitudes towards science courses by taking notes through the mind-mapping method.

55-56

Authors: Editorial Board

End page, Vol. 6, No. 3, 2007

4

Authors: Janis Gedrovics

When, ten years ago, together with colleagues from Linköping University we, as part of the Visby project in Sweden, analysed the reasons behind students’ motivation to become science teachers, we took it as almost a surprise that for 75% of those students the reason was that they had always been interested in science. The second most popular answer was - I like working with people/ children. Certainly, evaluating those answers from a time distance, it seems – there was nothing to be so surprised about. Interest is and always has been a driving force for human mind and activities. And, from our personal experience, we know how difficult it is to do a boring job. Though, for adults, their sense of duty also plays a certain role.

16-25

Authors: Sacit Köse

The purpose of the present study was to determine 9th grade students’ misconceptions on the concepts of diffusion and osmosis and to investigate the effect of making use of concept mapping instruction on overcoming the misconceptions. The experimental study was conducted in two different classes of a high school context with a total of 50 9th grade students in Denizli, Turkey. The concepts of the diffusion and osmosis were taught the students in the experimental group with the instruction designed by making use of concept mapping method whereas these topics were taught to the control group with traditional instruction. The Diffusion and Osmosis Diagnostic Test developed by Odom and Barrow (1995) was given to both groups as pre-test and post-test. The results indicated that after treatment, the average percentage of students in the experimental group holding a scientifically correct view increased 42%, whereas this increased only 15% in the control group.

35-49

Authors: Vincentas Lamanauskas, Rytis Vilkonis

Information technologies play a crucial role in building a knowledge-based society. However, even the most advanced technologies will not produce a required effect if their use (application) in the educational system is not adequate to the current development of technologies and increased educational needs. The initial information literacy abilities are formed in comprehensive school as presently, these educational establishments have the possibility of employing different information technologies. It is probably often related to appropriate computer technologies and the Internet. During the last five years, a number of investigations into the field of natural science education have been carried out. On the other hand, to more accurately identify the situation in different regions of Europe, lack of in-depth expert research can be noticed. Therefore, the latter survey (expert inquiry) is aimed at examining the situation on using ICT in natural science education in Baltic countries. A precondition that the obtained findings will be useful for improving the process of natural science education in terms of ICT applicability and efficient use can be made.

59-62

Authors: Editorial Board

End page, Vol. 6, No. 2, 2007

4

Authors: Vincentas Lamanauskas

A valid point is that JBSE has found the reader. The editorial board receives interesting manuscripts, suggestions, responses and positive evaluations. The staff of the magazine is grateful to everyone for improving the image of the journal. In behalf of the editorial board I would like to thank all the members of the board as well as the reviewers of the articles for thorough and superficial examination of every paper presented. It’s valuable and immediate help necessary for the magazine to be available for the reader. Ten editions have already been published. We expect that any of the issues included interesting and valuable topics relevant to everyone engaged in improvement of natural science education at all levels of the education system. The readers and authors should accept the fact that due to the increase of the journal’s ratings, from now on, the magazine will be published three times a year. Moreover, considering the standards defined by the international community, the numeration of the periodical has been changed.

15-22

Authors: Onno De Jong

The present article starts with a concise report of three important waves of innovation in Western science education, one in the 1960s, one in the 1980s, and one in the 2000s. The background of each wave is concisely explicated in terms of dissatisfaction with the foregoing curriculum and the rise of new general theories on teaching and learning. The reported innovations have influenced the agenda of research in science education in the Western world. In the second part of the article, the main trends in topics and methods of this research are reported. Finally, some main trends in science teacher education are concisely addressed.

35-46

Authors: Bayram Coştu, Suat Ünal and Alipaşa Ayas

The study revealed students’ conceptions about mixtures and chemical compounds and also investigated the effects of a hands-on activity designed to improve their understanding of differences between two concepts. The sample consists of 52 seventh grade students in a primary school. Students’ ideas were elicited by a test consisting of six open-ended questions. An intervention designed based on students’ preconceptions. The intervention, in which two different colored balls of clay were used, comprises a hands-on activity whose aim was to help students distinguish essential differences between mixtures and chemical compounds. After the intervention, the test was re-administered to the sample as a post-test. Both qualitative and quantitative assessment indicated positive effects of the intervention on students’ understanding. The results suggest that teachers and curriculum developers should take into account this kind of activities in order to help students understand confusing concepts.

58-65

Authors: Vlasta Hus, Boris Aberšek

Focusing the problem of rapidly disappearing interest for natural science and technical studies the Slovene school system began to reform natural science and technical teaching from the beginning - from the primary level. The article presents the results of the empirical study, which monitored the changes of quality in early science teaching on primary level after changes of school system at the end of the millennium.

78-91

Authors: Tuula Keinonen

A naturalistic case study on the way primary school would-be teachers explain physics was conducted in Science and Technology Education. The study dealt with explaining physics phenomena (mechanics, thermodynamics, optics and electricity) at the beginning and at the end of the course on physics. Although the students used everyday and scientific knowledge their explanations also offered mixed information that comprised both types. When using scientific knowledge the most advanced justifications were found in the issues concerning mechanics and electricity related phenomena. The students mainly used everyday expressions discussing the cases of light and heat.

3

Authors: Editorial Board

Contents, JBSE, Vol. 5, No. 2, 2006

5-19

Authors: Vincentas Lamanauskas, Irena Gailienė, Rytis Vilkonis

The theoretical and practical facts prove that humankind increasingly devalue life primarily implementing personal needs and goals. Thus, the major objective of the learners’ science (self) education is fostering respect for nature and life. Although the issue is rather vital, the schoolchildren’s interaction with nature is poorly investigated in Lithuanian as well as in other European countries. The object of the latter research is disclosing attitudes towards life protection in the process of the interaction with nature. The article deals with the semantic structure and the main peculiarities of the learners’ attitudes towards life protection on the basis of which the factors determining the attitudes could be predicted and an effective system of educational support could be developed. 1787 teenagers participated in the survey. A quantitative and qualitative assessment indicates that more than a half of the respondents (64% of the answers) have positive attitudes towards the protection of single plants and animals’ species. Less than a half of the surveyed participants expressed neutral and negative attitudes (19% and 17% of the answers respectively). Despite the fact that quite a few learners support an idea about life protection, a semantic assessment of the attitude structure shows that the utilitarian, pragmatic and egocentric components of emotions are mainly prevailing. However, an expression of the ethic and value-based components remains weak and more diffusive. The learners’ attitudes towards life protection are full of semantic conversions. Hence, the obtained results presuppose the necessity of educational intervention.

40-50

Authors: Gul Unal, Ercan Akpinar

The primary science curricula have strong constructivist elements since 2000 in Turkey. As the creator of the learning environments it is the teacher who determines its quality. The purpose of this research is to determine if science teachers’ behaviour and thoughts are consistent with what the primary science curriculum in essence offers. The research was conducted with two researchers based on a qualitative design consisting of observation and interview with primary science teachers of Turkey. At the end, it was found that, although science teachers have constructivist ideas they do not behave in constructivist manner in the classroom.

61-69

Authors: Esra Ucak, Huseyin Bag, Muhammet Usak

The goal of this research is to investigate whether there is a significant difference between multiple intelligence instruction and traditionally designed science instruction on 7th grade students’ understanding of concept with the “The Structure of Material and Its Transformation” unit and attitudes toward science. Two classes, each with 27 students were randomly selected. The experimental group was instructed though MI strategies, whereas the control group was utilized with traditional methods. The measurement instruments utilized were Chemistry Achievement Test and Science Attitude Scale. As a result of this study it was found out that multiple intelligence theory, when compared to the traditional learning method, created positive effects on students’ success and attitudes toward science as a school subject.

77-85

Authors: Arne Rannikmäe, Miia Rannikmäe, Jack Holbrook

The purpose of this exploratory study was to determine views held on the nature of science by tertiary level students who are not studying science subjects as an academic area of study, who are not seen as outstanding students in an academic sense, but who may cover a range of age groups from 18 upwards. The research sets out to determine their views on the nature of science based on their learning at secondary school and influences that may come from society. Essays written by 58 students were analysed. Using a phenomenographical approach, categories describing undergraduate students views were found.

98-100

Authors: Editorial Board

End, JBSE, Vol. 5, No. 2, 2006