Journal of Baltic Science Education

297-298

Authors: Editorial Board

Cover page, Vol. 11, No. 4, 2012, JBSE

300-301

Authors: Vincentas Lamanauskas

Science education is one of the key areas of general education in comprehensive school (Lamanauskas, 2009). The major argument for defining the relevancy of the introduced subject is the universality and integrity of science education. For the last two decades, particularly this field of education has faced a number of different changes in the majority of countries: variations in the content of education, search for efficient forms and methods of teaching, innovative approaches, etc. are only a few questions that must be properly discussed. On the other hand, needs for the quality of provided services necessary for modern society are emphasized. The present community finds knowledge of science and ability to apply the acquired information in practice as the main priorities.

318-332

Authors: Sharareh Majidi

The way teachers organize and transfer their subject matter knowledge has played a crucial role in science education. However, it seems that more attention should be paid on the forms of represen-tation and knowledge organization of teachers that they apply for transferring their knowledge. Therefore, teachers’ knowledge organization and representation forms were investigated with an emphasis on the topics of Biot-Savart law and Ampère’s law. Four physics teachers of introductory-level University who used, concept cards and concept maps were interviewed, and finally an interpretative analysis was performed. The results showed teachers’ knowledge organization was strongly connected only for the topic of Biot-Savart law. Moreover, descriptive and explanatory mathematical models were the most applied forms of representation that teachers used for representing their knowledge. The possibility to recognize the differences in knowledge organization and representation forms of different teachers is the first step towards developing more effective teaching and learning solution.

347-356

Authors: Namudar İzzet Kurbanoğlu, Ahmet Akin

The purpose of this study is to examine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. Participants were 368 sophomore undergraduate students. In this study, the Organic Chemistry Anxiety Scale (O-CAS), the Chemistry Attitudes Scale, and the Self-efficacy Scale were used. Pearson correlation coefficient and structural equation modeling was utilized to determine the relationships between organic chemistry anxiety, chemistry attitudes, and self-efficacy. In correlation analysis, organic chemistry anxiety was found negatively (r=-0.52) related to chemistry attitudes and self-efficacy (r=-0.36). According to path analysis results, chemistry attitudes were predicted positively (β=0.44) and organic chemistry anxiety predicted negatively (β= -0.16) by self-efficacy. Also chemistry attitudes predicted organic chemistry anxiety in a negative way (β=-0.44). The results were discussed in the light of literature.

367-378

Authors: Gokhan Bas

The purpose of this study was to investigate the correlation between the perceptions on the constructivist learning environment and academic success of elementary students in science course with structural equation modelling. The correlative investigation model was adopted in the research. The sample of the research consisted of 195 students from six public elementary schools, chosen according to random sampling method. In order to answer the research question, “The constructivist learning environment survey” (Taylor, Fraser & Fisher, 1997) was used in the study. Also, the data in relation with students’ academic success in science course were gathered from their school report cards regarding the spring semester. In this research, LISREL 8.51 structural equation software was used in model establishing by using the observed variables. According to the findings obtained in the research, it was found out that the compatibility index results of the constructed equation model, the model-data compatibility was found out to be high enough [χ2/df=1.46; GFI=0.86; CFI=0.93; RMSEA=0.048; RMR=0.078; SRMR=0.056; NFI=0.81; NNFI=0.92] in the research. In the regression equa¬tion, it was found out that the variable best predicting students’ academic success in science course was the variable personal relevance in relation to the constructivist learning environment. On the other hand, it was understood that all five predictor variables that were included in the regression equation account for 76% of the overall variance of the academic success in science course in the research.

393-402

Authors: Gregor Torkar, Milan Kubiatko, Barbara Bajd

The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed “pleasant animals” and “unpleasant animals”. “Unpleasant animals” were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while “pleasant animals” were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward “unpleasant” animals. And students with more frequent exposure to natural environments had more positive attitudes to “pleasant animals”.