Journal of Baltic Science Education

143

Authors: Editorial Board

Contents

148-162

Authors: Çiğdem Şahin, Ümmü Gülsüm Durukan, Elif Arıkurt

The purpose of this research was to examine the effect of the 5E teaching model on the primary school pre-service teachers’ (PSPTs) learning some astronomy concepts. The sample of this research consisted of 90 PSPTs in the 2nd year at a state university. The research was carried out on the pre-experimental methodology with a single research group. The data of the study were collected by concept cartoon form which included some astronomy concepts such as the Sun, star, planet, meteor, Solar System, constellations. The developed teaching materials about the chosen astronomy concepts were implemented in eight course hours. It was seen that most of the PSPTs had alternative concepts. A considerable decrease was determined when the pre and post-test results of the PSPTs were compared; it was found that learning based on the 5E teaching model had a positive effect on the conceptual change. It can be said that 5E teaching model was effective on remedying alternative concepts. In the future research about astronomy teaching may be conducted to determine the effects of 5E teaching model on remedying the alternative concepts and achieving conceptual change with the different education levels of students.

175-187

Authors: Alba Guzmán, Diana Oliveros, Mauricio Mendoza

Institutions of Higher Education seek to instil in their students the scientific competencies throughout the guidance of different included courses in their curriculums. However, the assimilation of diverse methodologies evidence the lack of development of those scientific competencies necessary for professionals to be graduated and therefore required by the labour market. This research examines the research competencies of students of higher education sample (N=189) to determine their appreciation towards scientific competencies they consider to have developed in both their educational processes. The results prove the perception of subjects in respect to the development of interpersonal and intrapersonal skills, decision-making, problem-solving and acquisition of scientific competences, the basic ones; use of technology, appropriation of new knowledge, self-learning and search of information, specialized competences, drafting of reports, design of articles, presentations, development of degree works and definition of new projects. The application of ANOVA detects that there are significant differences according to the gender of subjects on competencies referred to the search of physical information where women stand out, and reading comprehension of documents in English where men stand out. Besides, it’s demonstrated that these competences contribute to students’ critical thinking. IES required to include research as mechanism to strengthen the education.

199-206

Authors: Cheng-Bo Yang, Min-Kai Dong

Based on Self-determination Theory (SDT), this research intends to analyze the effect of different physical education (PE) teachers’ teaching styles on students’ class participation motivation in universities. Students of some universities and colleges in Sichuan Province and Shanghai Municipality, China, are researched. Total 871 valid copies of questionnaire are retrieved for testing the research hypotheses. The results reveal positive correlation between incentive, intelligence inspiration and the intrinsic motivation of student learning as well as between charisma and the extrinsic motivation of student learning in transformational leadership. In transactional leadership, contingent reward and positive involving management show positive relationship with the intrinsic motivation of student learning, and negative involving management also presents positive relationship with the extrinsic motivation of student learning. Finally, it is suggested that PE teachers should build the situation which could satisfy the needs of autonomy, sense of competence and sense of belonging as well as create the physical education environment which could satisfy basic psychological needs of autonomy, competence, and sense of belonging to reinforce students’ positive motivation on physical education. Sports education is the most important education to develop the students’ physical and mental health.

218-227

Authors: Jang-Long Lin, Meng-Fei Cheng, Shih-Yin Lin, Jih-Yuan Chang, Ying-Chi Chang, Hsiao-Wen Li, Deng-Min Lin

This research used a quasi-experimental method to explore whether integrating Science Magic (SM) into 5E Learning Cycle (5ELC) in the development of teaching materials for a friction unit would impact students’ learning outcomes and attitudes toward science. A total of 68 eighth-grade students were divided into experimental and control groups. The experimental group was taught using teaching materials and methods developed using the SM-based 5ELC, while the control group adhered solely to textbook-based materials, which were also based on the 5ELC but did not involve SM activities. Two major findings were obtained in this research. First, learning effects for the experimental group were significantly higher than the control group, especially in relation to characteristics of static friction, factors that affect friction, and relationships between frictional and normal force. Second, the experimental group showed significant improvements in their attitudes toward science when juxtaposed with the control group.

241-249

Authors: Mustafa Altınkök

The purpose of the research was to determine the effects of 12-week physical activities based on Cooperative Learning Method on development of basic motor skills of Primary School 1st Graders. Pretest-Posttest Design, Semi-Empirical Research Method and Unequaled Control Group Methods were used in the research. To determine the effects of physical activities based on Cooperative Learning Method on the development of basic motor skills, controlling the ball with feet, controlling the ball with hands, running coordination, agility, promptness and dynamic balance skill tests were used. According to the statistical results, no significant differences were detected in pretest average values of the research and control groups in Independent sampling t-test; however, a significant difference was found in favor of the research group in posttest averages. In the t-test for Dependent Variables, significant differences were found in pretest-posttest averages in favor of the posttest values of Research Group. In pretest-posttest averages of Controls, negative significance was found in controlling the balls with hands, and no significant differences were determined in other motor skills. We believe that students are active in application process, and the long-term planned learning-teaching environments with physical activities based on Cooperative Learning Method might contribute to the development of basic motor skills.

266-277

Authors: Baskoro Adi Prayitno, Duran Corebima, Herawati Susilo, Siti Zubaidah, Murni Ramli

Science Process Skills (SPSs) are fundamental skills to mastering science. To nurture students' SPS, inquiry based learning and student-center activities may work effectively. This study aims at analyzing: How Inquiry-based Learning and Student Team Achievement Division (INSTAD) affects science process skills compared with inquiry-based learning, Student Teams Achievement Divisions (STAD), and conventional learning method. The participants were 136 grade 7 students from 27 public middle schools in Surakarta, Indonesia. They were divided into 68 students with higher academic (HA) achievement and 68 students with lower academic (LA) achievement. A nonequivalent control group design with pretest and posttest were applied to get data on SPSs using a sort of essay test. The result indicates that: (1) While the outcomes of INSTAD and inquiry-based learning are comparable, they are significantly different compared with the outcomes of STAD and conventional learning. (2) Students in HA group have higher SPS than students in LA groups. (3) INSTAD, on an equal level with inquiry-based learning, significantly increases the students’ SPSs. Compared with other three methods, INSTAD was confirmed the most effective in closing the science process skills gaps between students in HA group and LA group.