Journal of Baltic Science Education

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.