Journal of Baltic Science Education

553-554

Authors: Editorial Board

Cover page, Vol. 15, No. 5, 2016, JBSE

556-558

Authors: Boris Aberšek

The virtual reality, artificial intelligence and gamification have the potential to complement existing educational approaches to science education, instruction and students' knowledge construction. By students becoming part of a phenomenon, they gain direct experiential intuitions about how the natural world operates. In a virtual reality environment, students themselves can be moving, cantering their attention on different phenomena and designers can heighten this saliency by using multisensory cues to convey multiple, simultaneous representations of relative problems as a serious mind game.

575-587

Authors: Nataša Dolenc Orbanić, Darja Skribe Dimec, Majda Cencič

Photosynthesis is one of the fundamental processes on Earth and it ranks among the most demanding science concepts for students, associated with a number of misconceptions. For improving students’ understanding and learning outcomes the constructivist approach has proven to be one of the most effective. In this research the constructivist teaching model of photosynthesis (CTMP) was designed and its effectiveness on students’ understanding was tested. Students (N=201) from Slovenian primary schools (aged 11–12 years) participated in the research. CTMP was used in the experimental group (EG), while the traditional teaching approach was used in the control group (CG). Students’ learning achievements were evaluated using the paper-and-pencil tests. The test items were classified into three groups based on Bloom’s taxonomy: (1) knowledge, (2) comprehension and application, and (3) analysis, synthesis, evaluation. Mann-Whitney U-test showed that the EG had better learning outcomes than the CG. Statistically significant differences were found at the highest cognitive level. The CTMP contributes to the improvement of teaching and learning of photosynthesis, fosters the development of higher-order thinking and offers opportunity for integration of the constructivist approach in science classes, which will help to increase the quality of acquired knowledge and to raise the level of scientific literacy of the population.

602-616

Authors: Nyet Moi Siew, Ruslan Mapeala

This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders’ science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students’ pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons.

630-641

Authors: Özgür Özcan, Sevim Bezen

Mental models help us understand the formation of objects, the development of the process and to state an opinion about it. Therefore, in this study, we understand a mental model as ‘an internal representation, which acts out as a structural analogue of situations or processes. Although mental models are the representations of knowledge created during a cognitive activity, they are also reflective of personal beliefs. This study intends to exhibit prospective teachers’ mental models for the arguments they use in describing the relations between the concepts of force and velocity. In line with this intention, the study employs phenomenographic study method. This study has found that prospective teachers have three different mental models for relating the concepts of force and velocity. One of them is a scientific model called “Newtonian Model”. The other two models were determined to be unscientific models and called “Aristotelian Model” and “Impulsive Model” respectively. By bringing these models into light, we were informed of the scientific and unscientific arguments the prospective teachers used in interpreting the relationships between force and velocity. In other words, this study exhibited how prospective teachers organized and structured their knowledge about these concepts.

653-656

Authors: Editorial Board

End page, Vol. 15, No. 5, 2016, JBSE

405-406

Authors: Editorial Board

Cover page, Vol. 15, No. 4, 2016, JBSE

408-410

Authors: Andris Broks

Following the concept of human as spiritual alive body, human thinking is spiritual activity of our brain – brainwork. Today we accept that thinking means processing of information what is important for management of human body life. Studying organization of human brainwork, people have discovered that all our thoughts and thinking activities are interconnected and form definite hierarchic structures. Humans reflect world as a set or network of diverse phenomena by building corresponding theories or models of observed phenomena. In other words, all phenomena in human world of thoughts are reflected as SYSTEMS, which are organizational units of Systems Thinking. Every system contains their interconnected parts and as a whole is a part of surrounding medium, made from other systems. Such hierarchic integral understanding and comprehension of human brainwork today has become the basic value of Systems Theory as theory of Systems Thinking.

424-440

Authors: Abraham Motlhabane

This phenomenographic case study attempted to determine the alternative and misconceptions of learners in selected concepts in Physics. The research adds another dimension to understanding alternative conception in kinematics by qualitatively determining how learners describe/define a distance of 0m, a displacement of 0m, a speed of 0m/s, a velocity of 0m/s as well as an acceleration of 0m/ss. Data were gathered by means of a free response test. Senior high school grade 12 learners were purposefully selected to complete the test. Data were analyzed by qualitatively interrogating the descriptions and related graphs and pictures to look for the ways in which learners described these concepts. The research revealed that some learners were not able to comprehend the meaning of a displacement of 0m, thus they experienced challenges in the understanding of the concepts such as a speed of 0m/s, a velocity 0m/s and an acceleration 0m/ss. The data seems to suggest that learners fail to formalise and contextualise “0” as a concept in kinematics.

452-463

Authors: Sunyono Sunyono, Lisa Tania, Andrian Saputra

Misconception is one of the most widely researched topics in science education, including chemical education. This research aims to apply simple graphical visualization tool named Winplot for a learning exercise activity and explore its potency to counter misconceptions about orbitals and quantum numbers. Misconceptions that were countered in this research are the existence of orbitals in atoms and the relationship of magnetic quantum numbers to orbital orientation. This quasi experimental research using pre-test-post-test control group design was conducted to 43 first-year undergraduate students as control class and 45 as experimental class of chemical education at the University of Lampung. The students’ pre-existing concepts were analyzed using a pre-test instrument and explored further using in-depth interview. Then, after implementing a learning exercise activity, the conceptual changes were analyzed using a post-test instrument. The results showed that students in experimental class had significant conceptual changes compared to control class. Applying this computer-based strategy is highly recommended to guide students in understanding chemical concepts, especially the topics of orbitals and quantum numbers.

477-493

Authors: Nyet Moi Siew, Henry Goh, Fauziah Sulaiman

This research was conducted to evaluate the learning experience of Grade Ten students from two Malaysian rural secondary schools that adopted the integration of STEM in an Engineering Design Process (STEM-EDP) approach vis-á-vis an outreach challenge program. A total of 89 students undertook a ten hour program which engaged them in designing and building three different prototypes as well as answering higher order thinking questions. Data on students’ learning experience were captured through participants’ responses to a six-point Likert scale questionnaire, teachers’ field notes, and open-ended questions. The questionnaire result reveals statistically significant gains in knowledge or skills about, attitudes toward, and practices on STEM. The STEM-EDP outreach challenge program brought awareness to rural school students of their potential as problem solvers, thinkers, creators, and collaborators. Students were able to simultaneously broaden their boundaries in knowledge and competency even though they experienced difficulties in tackling challenges associated with STEM activities. Findings suggested that the STEM-EDP approach can be applied as a means for fostering creativity, problem solving skills, and thinking skills among rural secondary school students.

506-522

Authors: Yasemin Ozdem-Yilmaz, Bulent Cavas

The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge.

532-546

Authors: Rohaida Mohd Saat, Hidayah Mohd Fadzil, Nor Azlina Abd. Aziz, Kamariah Haron, Kamaludin A. Rashid, Natalya Rudina Shamsuar

This research reports the development of an online three-tier diagnostic instrument for pre-university students related to cellular respiration. To date, only few studies have been conducted to identify students’ alternative conception in the topic of cellular respiration. One of the contributing factors is due to lack of instrument developed to measure these alternative conceptions. Three-tier tests are used as assessment tools for lecturers to determine students’ alternative conceptions related to cellular respiration and their knowledge and understanding about the concepts. The research incorporates both qualitative and quantitative methods. The instrument was developed in five phases: (1) construction of items, (2) pilot study, (3) validation of instrument, (4) transforming the instrument into an online assessment tool, and (5) the administration of the Online Diagnostic Tool (ODiT). The Cellular Respiration ODiT consists of three tiers: answer and reasoning tiers to measure “content knowledge” and “explanatory knowledge” respectively, and a third tier that measures the level of confidence of pre-university students. Analysis of the students’ responses demonstrated acceptable reliability and validity of the instrument. The research also shows that both students and lecturers benefit when online diagnostic tests are implemented appropriately.

265-266

Authors: Editorial Board

Cover page, Vol. 15, No. 3, 2016, JBSE

268-270

Authors: Paul Pace

Since the inception of the concept of education for sustainable development (ESD) (UNCED, 1992, Chapter 36, par.3), higher education institutions (HEIs) have been considered key actors in its promotion. HEIs were expected to achieve this by leading students to contextualise their learning within the realities of their own specialisation, profession and personal life by encouraging them to develop: (a) the notion of global citizenship; (b) a commitment towards environmental stewardship; (c) a reflection about the interaction between issues of social justice, ethics, wellbeing and ecological and economic factors; and (d) a commitment towards actively ensuring sustainable futures (Longhurst, 2014, p.5).

284-297

Authors: Ana Valdmann, Miia Rannikmae, Jack Holbrook

The aim of this research is to determine the effectiveness of an enacted professional development (CPD) programme to promote teacher’s self-efficacy with respect to implementing motivational, context-based science teaching, following an education through science (EtS), three-stage model approach. The CPD is designed, based on a constructivist, socio-cultural professional development model (CSPM) to meet professional needs of each teacher within a predetermined teaching-learning approach and enacted through suitable instructional methods linked to teacher as learner, teacher as teacher and teacher as reflective practitioner. The effectiveness of the CPD is identified by means of a carefully constructed and validated Teacher Needs Questionnaire (TNQ), plus follow-up teacher interviews. Findings suggest the outcomes of the CPD, both from pre-post use of the TNQ and the undertaking of interventions, using teaching-learning modules based on the CPD, are effective in raising teacher’s self-efficacy with respect to new interdisciplinary content knowledge, teaching approaches and classroom implementation, seen as being in line with curriculum expectations.

312-324

Authors: Şenol Şen

Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated learning skills and chemistry achievement in Turkish secondary school students. Therefore, a structural equation model was developed and tested to model the relationships among task value, control of learning beliefs, performance-approach goals, mastery-approach goals, self-efficacy for learning and performance, metacognitive learning strategies, time and study environment management, effort regulation, and achievement in electrochemistry. Data was collected from 481 secondary school students through administration of the Achievement Goal Questionnaire, the Motivated Strategies for Learning Questionnaire and the Electrochemistry Concept Test. The results showed that students’ task value, performance-approach goals, and time and study environment management significantly positively correlated with achievement. Path analysis demonstrated that metacognitive learning strategies, mastery-approach goals, and effort regulation were predictors of students’ time and study environment management. Moreover, effort regulation, metacognitive learning strategies, and mastery-approach goals were found to have indirect effects, which were mediated by time and study environment management.

340-349

Authors: Zeinab Jahangard, Asghar Soltani, Merhangiz Alinejad

Attitudes towards science is an important construct of science learning which has been affected by many factors. The main purpose of this research was to investigate whether the metacognition strategies predict students’ attitudes towards science. Accordingly, a total of 347 senior secondary students were asked to complete a questionnaire about their metacognition strategies and attitudes towards science. Structural equation modeling (SEM) was used to evaluate the validity of a structural/latent variable model. Findings revealed several direct and indirect effects among the factors under investigation. Of special importance, metacognition strategies positively predicted attractiveness of science (science is fun), class/teacher activities and family model as variables of students’ attitudes towards science. Attractiveness of science was also found to have effects on the science anxiety and family model was found to have effects on class/teacher activities. One important finding was that metacognition strategies could decrease students’ science anxiety. According to this information, it is recommended that science educators encourage students to employ metacognition strategies in science that may lead to more positive students’ attitudes towards science.

360-370

Authors: Cindy Wong Chyee Chen, Kamisah Osman

In order to motivate indigenous learners to learn science and instil their positive attitude towards the subject, conducive and simulative learning environment need to be specifically designed for them. This research is aimed to determine the effect of Kayeu Learning Outside the Classroom (LOC) primary science module on intrinsic motivation of indigenous learners. The treatment group (n=38) used the Kayeu LOC primary science module while the control group (n=35) used the conventional module, which are materials mandated by Ministry of Education (MOE). Three-point Likert scale intrinsic motivation questionnaire consisting of general and science constructs was administered before and after T&L to both groups. Analysis of MANOVA repeated measures showed there were no significant effects of the groups and time on the intrinsic motivation, and there was no significant interaction effect between time and the groups on intrinsic motivation. However, follow-up simple interaction analysis found that there is a significant main effect of the time and significant effect of interactions between time and the groups on the general construct.

382-390

Authors: Namudar İzzet Kurbanoğlu, Fatma Koç Nefes

Context-based questions can be effective in reducing test anxiety and increasing science achievement. The purpose of this research was to determine the effects of context-based questions on the test anxiety and science achievement of secondary school students enrolled in a science course, in relation to gender. Seventy students who were found to have high levels of test anxiety were selected from the 185 seventh-grade students at a public school in Turkey. The Revised Test Anxiety Scale (RTAS) was used to measure the students’ test anxiety. The scores the students obtained in three different examinations were considered as indicators of their academic achievement. The analysis results showed that there was a statistically significant difference between the test anxiety and science achievement scores of the students who were given context-based questions and the corresponding scores of the students who were given conventional questions. However, there was no statistically significant difference between the main effect of gender and treatment and there was no gender interaction effect. These findings suggest that context-based questions can be considered as a better alternative to conventional questions for reducing students’ test anxiety and improving their science achievement.

401-404

Authors: Editorial Board

End page, Vol. 15, No. 3, 2016, JBSE

133-134

Authors: Editorial Board

Cover page, Vol. 15, No. 2, JBSE, 2016

136-139

Authors: Martin Bílek

The feasible real experiments should not be in any way eliminated from school laboratory practice. This is the permanent starting point of all approaches to natural science curricula, and it is still in force. The real living environment makes us face more and more items of the virtual environment, worlds, mediated by infinite possibilities of computer networks. The mediated perception through virtual images has become (thanks to the massive spread of information technologies) the major cognitive channel of school age pupils. Direct utilization of information from an objectively existing reality is steadily superseded and replaced by virtual information. Six years ago we asked on the first pages of JBSE Nr. 1 (Bilek, 2010): How to blend an effective and meaningful application of real, indirect and simulative observation, measuring and experimenting according to didactic principles? Do we have to answer now or do we know directions where can we find the answer?

159-172

Authors: Ümran Betül Cebesoy, Ceren Öztekin

The importance of genetically literate individuals who can understand and join debates about genetics related issues, including gene therapy or cloning has been acknowledged by societies. With this respect, raising genetically literate individuals has become more prominent. Teachers’ knowledge in genetics literacy and their attitudes towards issues in genetics literacy influence their teaching practices. As a wide range of variables effect teachers’ genetics literacy levels and attitudes, this study examined how a set of variables including pre-service science teachers’ self-perceived interest, knowledge and importance of genetics, gender, academic achievement, socioeconomic status (household income, employment status and educational level of parents) are related to the their genetics literacy levels and attitudes towards various genetics literacy issues. Data was collected from 355 pre-service science teachers through administration of Genetics Literacy Assessment Inventory and Attitudes towards Issues in Genetics Literacy Scale. Canonical correlation analysis suggested that self-perceived interest and importance in genetics literacy issues, gender and parents’ educational levels were positively associated with participants’ genetics literacy levels, as well as attitudes towards the use of genetic information, gene therapy, and gene therapy applications. On the other hand, self-perceived knowledge, GPA, household income, employment status of parents were not found to be associated.

185-193

Authors: Maria Kampeza, Angeliki Vellopoulou, Glykeria Fragkiadaki, Konstantinos Ravanis

Children form representations of concepts, physical phenomena and technical objects which are critical to teaching and learning. In addition, they are familiar with the everyday usefulness of many particular objects, although it is not certain that they associate them with the scientific aspects of their function. In this research, preschoolers’ representations of the expansion thermometer were explored, as well as their ability to distinguish it as a specialized technical tool. The sample consisted of 111 children (53 boys and 58 girls) aged 5-6 years from 9 public kindergartens in Patras, Greece and data were collected through semi-structured individual interviews. The results demonstrated that although some children replied in a satisfactory way to all interview questions, the majority of the children were not able to distinguish the thermometer as a particular object and struggled with its function, so the suggestion for it to be used in curricula and/or educational activity books should be made cautiously.

204-215

Authors: Jingying Wang, Yue Zhang, Weizhao Shi

Scientific model has been advocated as a central role of teaching in science education reform all over the world, with the critical method to achieve one of the goals of science education to promote scientific models and modeling. To find the students’ perceptions of cognitive level of physics models and their modeling mechanism, firstly, research progress in scientific models and modeling are summarized. Then, 39 experts and 8 researchers are chosen to do the three-stage questionnaire and interview, and 1576 students are selected from junior high school and 1625 students from senior high school to do the empirical study. The classification and cognitive level of physics models perceived by high school students have been founded as well as the influence on schools and regions. Finally, regression analysis on the model construction process of students is conducted. The result shows the cognitive level of scientific models held by students, appeared in Chinese national curriculum standards and national examination requirements are equivalent, but there are also some differences among students’ learning, curriculum standards and examination requirements. A specific classification of the models based on the comprehensive understanding systems is conducted, and the impact on learning among different schools and regions and inherent relationship on the cognitive level of physics models are founded.

232-245

Authors: Jing-Chuan Lee, Chih-Lien Wang, Li-Chih Yu, Shu-Hsuan Chang

STEAM (Science, Technology, Engineer and Mathematics + Art/Design) education is presented to broaden interest in STEM fields, enhance the creativity of STEM students, and spur innovation. Although studies have explored the environment factors that influence individual creativity, few researches have investigated the role of students’ savoring which might drive the demand-pull innovation in creativity cultivation. Therefore, this study aims to explore the effects of perceived support for creativity and the multiple mediation of savoring capacity on individual creativity in the context of undergraduate Design education. The instruments were administered to 851 Design-majored students in Taiwan. The collected data were tested against the research model using a path analysis-based procedure of multiple-mediators analysis. Research findings include: (1) Both students’ perceived support for creativity and their ability to savor (through anticipation, enjoying the moment, and reminiscence) have significant positive effects on their individual creativity; (2) Among the three methods of savoring, savoring the moment alone has significant positive effects on individual creativity; (3) Students’ perceived support for creativity mediated by their ability to savor the moment has significant positive effects on their individual creativity. The findings provide several important theoretical and practical implications regarding fostering students’ creativity in the context of STEAM education.

261-264

Authors: Editorial Board

End page, Vol. 15, No. 2, 2016, JBSE

1-2

Authors: Editorial Board

Cover page, JBSE, Vol. 15, No. 1, 2016

4-6

Authors: Miia Rannikmäe

Innovative societies need people who are equipped with scientific and technological competences e.g. are scientifically literate. Being scientifically literate encompasses a large set of competences, many beyond those which are directly linked with exhibiting acquired scientific knowledge. While PISA studies mainly give a comparison of students’ science knowledge, thinking and process skills, the assessment is not so much about the skills needed in the workplace or functioning in society as a responsible citizen. This suggests there is a need for further comparative studies to cover this deficit. Such kind of research is essential directed to those countries which have shown high results in PISA studies (e.g. Estonia) in order to interpret PISA results more widely in new contexts. This is especially highlighted by recent findings from research carried out among a representative sample of Estonian gymnasium students.

18-27

Authors: Pavol Prokop, Dominika Majerčíková, Zuzana Vyoralová

Botany is traditionally viewed as less attractive than zoology for students, despite the fact that plants play a key role in natural ecosystems. It is hypothesized that survival-relevant information may enhance learner's attention and that this information might be better remembered than others. Additionally, the use of the PowerPoint (PPT) presentation software in teaching biology is questionable, particularly in comparison with the use of realia. A theory of adaptive memory was employed in an experiment, in which the presence of fruits, their colour and their toxicity on samples of plants was handled. The memory scores and interest in plants of the participants were measured. The effectiveness of the PPT compared with the use of realia (live plants) was also analysed. The memory scores were highest in treatments with living samples of plants containing fruits. Survival-relevant information (plant toxicity) was better retained than survival-irrelevant information. Participants retained information about plants with dark fruits better than about plants with red fruits. The activities with live plants, but not the PPT, increased participant's interest in plants. In summary, using living plants and fruits over the PPT is recommended when teaching botany.

48-57

Authors: Hyuksoo Kwon, Eunsang Lee, Dongkuk Lee

This study aims to synthesize the research findings on the effects of K-12 invention education regarding creativity, attitudes toward invention, attitudes toward science, and tendency for technological problem solving in South Korea. Meta-analyses were conducted by calculating the effect size of 37 studies, including theses and journal papers associated with the implementation of invention education, published in South Korea. The overall effect size was medium (0.694), and invention education was found to have an effect on education. The effect sizes determined by the dependent variables and the categorical variables indicated that invention education had a positive impact. In other words, invention programs have helped improve K-12 students’ creativity, attitudes toward science, and tendency for technological problem solving. However, the number of program sessions and participants in invention programs did not have an impact on the benefits of invention education. Considering the effects of invention education on the students’ perspectives, this study could be helpful to both K-12 educational researchers and practitioners in the fields of science and technology education. Further studies are needed to develop the concrete instructional strategies of invention education for K-12 science and technology classrooms.

68-78

Authors: Eunice Eyitayo Olakanmi

The purpose of this research was to develop a questionnaire that measures students’ self and co-regulated learning processes during science learning. An instrument named Co-regulated Strategies for Learning Questionnaire (CRSLQ) was developed, and its validity and reliability were analysed. Factor analytic evidence from a sample (n=214) of science students indicated that the 21 items CRSLQ consists of four constructs: monitoring, help-seeking and help-giving, efforts regulation, and planning. Cronbach’s Alpha (α) coefficients were calculated for the reliability of CRSLQ scales which ranged from 0.87 to 0.92 and 0.95 for the entire questionnaire. Additional analysis with a second sample (n=40) showed that CRSLQ was an effective instrument for measuring co-regulated learning strategies during collaborative science learning. According to these results, the CRSLQ can be used as a valid and reliable instrument in science education.

97-108

Authors: Jingying Wang, Ying Zhao

Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers’ views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers’ education are proposed.

127-132

Authors: Editorial Board

End page, Vol. 15, No. 1, 2016, JBSE