Journal of Baltic Science Education

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

3

Authors: Editorial Board

Contents, JBSE, Vol. 5, No. 1, 2006

5-16

Authors: Klaara Kask, Miia Rannikmäe

Researchers in developed countries have reported that the students´ skills related to inquiry are poor and the teachers do not adequately teach inquiry skills without the involvement of special interventions. Little is known about inquiry teaching and science teachers´ attitudes in post socialist countries, for example the Baltic republics. This study aimed to explore the current situation in Estonian science classes and interpret teachers´ development toward inquiry based experimental teaching during an 8-month intervention. The results from this study showed that characteristics exhibited by teachers as a result of their development can be described in 3 categories with only one category showing a readiness to promote inquiry skills and that the changes in students’ acquisition of process skills were dependent on teachers’ development.

27-37

Authors: Ibrahim Bilgin

The purpose of this study was to investigate the effects of hands-on activities incorporating a cooperative learning approach on eighth grade students’ science process skills and attitudes toward science. The sample of this study consisted of 55 students, from two different eighth grade classrooms in an elementary school, which were instructed by the same science teacher. The classrooms were assigned randomly as the control group and the experimental group. In the experimental group, hands-on activities were employed along with cooperative learning approach; whereas in the control group, the same activities were employed using teacher demonstration approach. In order to assess the treatment effects on eighth grade students, Science Process Skills Test (SPST) and Attitude Scale toward Science (ASTS) were administered as pre- and post- tests to the control and experimental groups. Pre-tests were used as covariates. The results of MANCOVA showed that students in the experimental group had better performance on Post-SPST scores and Post-ASTS.

50-60

Authors: Erdal Senocak, Cezmi Unal

In this study, science (physics, chemistry and biology) undergraduate students’ perceptions about the roles of student and lecturer, nature of knowledge, and student’s task in examination was investigated. Besides, comparison of students’ perceptions was made in these four points with four class levels. A version of Perry Model developed by Finster was used in this study. This model shows how students develop from a simplistic stance on the nature of knowledge to one which is more pluralistic and contextual. The results showed that university learning environment positively effected the science undergraduate students’ perceptions about role of lecturer, taking responsibility for their own learning, autonomous learning, and self expression. In addition, obtained findings can be a guide for redesign of learning environments in undergraduate science education.

74-85

Authors: Janis Gedrovics, Ingvar Wäreborn, Eila Jeronen

The attitudes of lower and upper secondary school students (the 9-11th forms, aged 15-17, boys and girls separately) toward natural sciences were investigated by using an inquiry method in Sweden, Finland and Latvia during 1998-2005. Results of this study show, that positive attitudes have decreased from 1998 to 2005 at the 9th form both in Latvia and in Sweden. In Finland, an increase among boys, who recognize subjects of the natural circle (except for General Science) as necessary, was observed. The number of positive answers of the Finnish girls was, however, in 2005 much smaller than in 1998. In a special investigation in Latvia was shown, that generally the least interest in the Natural subjects is observed among the 11th formers. The findings of this study indicate increased quantity of the respondents denying the importance of natural sciences as a whole, as well as overt difference between boys and girls in estimations of the importance of natural sciences.

3

Authors: Editorial Board

Contents, JBSE, Vol. 4, No. 2, 2005

5-14

Authors: Isaac Seetso, Adediran Taiwo

The study aimed at evaluating the worth of the recently introduced chemistry syllabus in Botswana. Using a multi-faceted approach, data were collected from Botswana senior secondary school chemistry students, their teachers and pre-service chemistry teachers in the country. It was found that there exists a good link between the new syllabus and Junior Certificate (JC) science syllabus. In addition, it was found that the students viewed the modules on stoichiometry and carbon chemistry among others problematic. The students’ views were corroborated, to a large extent, by their teachers’. Deriving from the findings of the study, it was recommended, among other things, that an extra lesson slot per week be allocated to chemistry and that the teaching load of chemistry teachers be reduced.

26-34

Authors: Olavi Hakkarainen, Maija Ahtee

Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in equilibrium. In all the three age groups the majority (about 70%) of the pupils stated that the lower hanging bag is heavier. Less than 15% of the pupils in the 7th and 9th grades understood that the bodies must have the same weight. Pupils’ reasoning was classified into four categories that were interpreted as mental models according to Vosniadou’s framework theory. Only about 5% of the seventh graders and 10% of the ninth graders seem to grasp the scientific model Motion that leads to the concept of gravity.

46-54

Authors: Ismo T. Koponen, Matti H. Heikkinen

Many teachers in upper secondary school find that teaching about the quantum nature of light and the photon concept is a demanding and difficult task, and that the university level instruction gives little if any support to overcome these difficulties. An instructional unit, which uses classical analogies in supporting the formation of new concepts and ideas, has been developed in order to help student teachers to acquire better qualitative understanding about the quantum nature of light and the photon concept. It is shown, that by using this approach, good learning results are obtained and student teachers develop physically sound conceptions of the quantum nature of light and the photon concept.

68-79

Authors: Lidija Ušeckienė, Vilija Targamadzė

The establishment of a new personal approach and a current position on environment are the concerns of the scholars and educators in the majority of countries. Natural sciences on their own, although spreading broad but abstract knowledge of the world do not foster values and provisions essential for sustainable development education. In order to discover the ways and the scope of how sustainable development education has been introduced into educational programmes, the curricula of Bachelor and Master’s studies of the University of Klaipėda, the University of Šiauliai and Mykolas Romeris University have been revised. Assessment of postgraduate studies including the surveying of the staff dealing with the above mentioned curricula has been undertaken. The article discloses the issues relevant to higher education in Lithuania when encountering the problems of sustainable development education and takes a view on possible techniques of education as well as on the innovations of the curricula. The project-based technique applied for sustainable development education is a new, non-traditional way creating new opportunities of building up relationships between a student and an educator.

81

Authors: Janis Gedrovics

During the last decades interest in humanities has dominated the social sciences. As a result, natural science has been neglected, in spite of it being critical to the understanding of the causation of all the disasters occurring in different parts of the world. It is becoming more difficult to select students in science study programmes because there are fewer opportunities for such students due to the economics of globalization trends. “Natural science only for scientists!” is the common view of the society. Opinion polls reveal little interest in chemistry, physics and biology. On the other hand, other viewpoints in public debates point out the importance of natural science studies in national curricula, since it is already part and parcel of general education. Also, many students are eager to take it up as an optional course. Professor Svein Sjøberg from the Oslo University (Norway), the well-known contemporary specialist in science didactics, is an ardent supporter of this viewpoint. His recently published book Naturfag som allmenndannelse: En kritisk fagdidaktikk [Natural Science as General Education: a Critical Didactic] has been reissued not only in Norway (Gyldendal Akademisk, 2004), but also published in Sweden (Studentlitteratur, 2000) as well as reissued by Studentlitteratur in 2005. In early 2005, a translation of this book appeared in Denmark (Klim, 2005) during the 8th Nordic Symposium Nature Science at School.

3

Authors: Editorial Board

Contents, JBSE, Vol. 4, No. 1, 2005

5-11

Authors: Margareta Enghag, Hans Niedderer

During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption,leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students’ ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.

22-30

Authors: Edgar W. Jenkins

The article reviews a range of national and international studies concerned with students’ views about science and their school science education. It suggests that such views have gained some prominence in recent years and comments why this is so. It examines the implications of some of the research findings for policy makers, curriculum developers and science teachers. It concludes that, while the outcomes of specific research studies are always interesting, such outcomes may prove to be of most use in helping to develop more general strategies for increasing student motivation, commitment and attainment.

40-50

Authors: Oleg Popov, Sergey Bogdanov

A comparative study of prospective teachers’ pedagogical skills of written communication in science is presented. Russian and Swedish students were asked to give detailed explanations of two simple physical phenomena (how and why the shadow from a tree appears and why the bulb lights in a torch) to a hypothetical Grade 7 pupil. The results of the questionnaire revealed the evident gap between the students’ knowledge per se and their abilities to express didactically their knowledge in written form and in pictures. Undoubtedly this is one of the challenges to teacher educators. The study also revealed the differences between forms and qualities of explanations given by Russian and Swedish students as the result of different pedagogical traditions and communication cultures.

63-69

Authors: Lolita Jonāne

Scientific knowledge, skills and attitudes are cultural products of great intellectual power and beauty. The future of science education and scientific literacy of youngsters is determined by the educational policy of the country, moreover, it also depends on teachers working at schools and universities. The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse corresponding educational problems particularly in Latvia.

88

Authors: Editorial Board

End page, Vol. 4, No. 1, 2005