Journal of Baltic Science Education

3

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 23, No. 1, 2024 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/

9-19

Authors: Jon-Chao Hong, Huei-Ying Ho, Ming-Chou Liu, Kai-Hsin Tai

Online teaching has become an imperative approach in today’s society. However, as an essential approach, using live streaming to teach students in small groups, particularly rural primary school students, has not been extensively studied. To address this gap, an inquiry-based model, predict-do/observe-quiz/discuss-explain-transfer (P-D/O-Q/D-E-T), was adopted for live streaming with action, and its performance was analysed. Reflection by teachers can lead them to a deeper understanding to capture the profound impact of an educational program. In the present study, eight teachers who had experience assisting rural students in this experiment were invited to rate their points of view on immersion, social interactivity, humanness, and value perception. Examining the consistency of teachers’ viewpoints using the hermeneutic method, the results showed that they highly supported viewing these four constructs using live streaming to conduct inquiry-based science learning with action. As expected, using live streaming to deliver teaching with the P-D/O-Q/D-E-T approach can enrich other online science teaching.

37-44

Authors: Nurcan Kahraman

The purpose of the present study was to examine the effect of individual and school average achievement on students’ self-concept in science. The data of the last four Trends in International Mathematics and Science Study (TIMSS) cycles were used, and a two-stage individual data meta-analysis was conducted to examine the relationship between achievement and self-concept in science. In the first stage, multilevel structural equation modeling was performed for each dataset. Furthermore, the effect sizes were synthesized via meta-analysis with a three-level random-effect model. In addition, moderation analysis was conducted for the year, grade, and degree of stratification in countries. The results suggested a positive and significant effect of individual science achievement on the self-concept of students in science. On the other hand, the relation of the average school achievement was negative. The results were discussed by considering the big-fish-little-pond effect.

56-75

Authors: Yumeng Li, Corrienna Abdul Talib

This scientometric analysis explores the evolution and dynamics of Early Childhood STEAM education. Web of Science database is employed as a primary data source and visualization tools like CiteSpace and HistCite are used to systematically investigate 179 publications published between 2008 and 2023. It looks at research patterns to unearth notable shifts in focus and intensity influenced by the COVID-19 pandemic. Keyword analysis reveals the field's evolution, from foundational elements to broader dimensions encompassing technology, pedagogy, and gender disparities. A transition towards experiential learning, emotional identity, and professional development is evident, which reflects a pedagogical shift towards comprehensive and inclusive education. Temporal analysis using Citation Burst Analysis delineates phases of research, emphasizing shifts from fundamental exploration to pedagogical methods and experiences. Acknowledgement of influential scholars, collaborations, and global trends underscores events of interdisciplinary partnerships and international collaborations. The study's implications highlight pedagogical transformations, gender disparity, and the potential for technology in early childhood education. This could inform policy directions and foster collaborations for innovative education.

90-103

Authors: Pao-Yin Lin, Pei-yu Chen, Yuan-Chen Liu, Hsiao-Ching Yang

In Taiwan, the education system places a strong emphasis on higher education. Students who perform well in the National High School Entrance Examination are given priority admission to public high schools, while those with lower scores tend to enroll in vocational schools. It's worth noting that students with low scores in this examination often struggle with reading and natural literacy, typically scoring below level 2 in PISA assessments. This study examined the impact of implementing the mobile platform OK4R reading strategy on students' comprehension of popular science reading and their logical thinking abilities. The research was conducted with two classes of first-year vocational school students. The findings indicate that when students used the OK4R mobile platform for popular science reading, it had a positive effect on their popular science reading comprehension and their logical thinking skills. Notably, female students outperformed their male counterparts. The study also revealed that several factors, including gender, basic abilities, and other variables, influenced the effectiveness of the OK4R mobile platform for vocational students. Those with lower science scores appeared to benefit the most from this approach.

119-130

Authors: Tian Luo, Jiayue Zhao, Winnie Wing Mui So, Wencong Zhan

Students build up their STEM career interest based on their experiences. However, it remains unclear how students reflect on their STEM experiences in light of their understanding of STEM careers. This study aimed to explore how students relate their practices in STEM project-based learning (PBL) with their perceptions of scientists’ and engineers’ work. A randomly selected sample of students (n =142) participating in a STEM event participated in structured interviews regarding the resemblance between their months-long STEM PBL and scientists’ and engineers’ work. The data were coded using content analysis mostly by adopting a bottom-up approach followed by statistical analysis. Results showed that the majority of students claimed that their group had done things like scientists, while only about half of the students acknowledged doing things like engineers. The number and aspects of the students’ mentioned practices were generally limited, with engineer-like practices more divergent and reflecting their stereotype of engineers working as manual laborers. The results also suggest that students tend to neglect the minds-on but hands-off scientist- or engineer-like practices such as raising a question/problem. The findings address the research gap regarding how students reflect on their STEM PBL experiences in light of career development.

151-163

Authors: King-Dow Su

Building 21st-century life science skills requires educating participants according to STEM abilities. Therefore, this research aimed to examine the effectiveness and feasibility of the STEM ability assessment framework in the practical learning environment. The study uses STEM coffee preparation experiential activity with a Royal Belgian siphon pot to construct a learning environment in the classroom. The study also develops two assessment instruments, a knowledge concept questionnaire, and an entrepreneurial scientific thinking scale, to examine their effectiveness and feasibility in the STEM learning environment. The results of the content validity index reveal the value of good-grade literature for two questionnaires. Kendall's coefficient of concordance (ω) of the four reviewers' responses shows that the inter-rater reliability of the two questionnaires reaches a better level. The Chi-square test found that this STEM learning environment is feasible and effective and will help the participants assess their STEM abilities. The entrepreneurial scientific thinking for preparing beverages of life science is rich in viability and efficacy for instrument creation and assessment. Future research lengthened the extraction process while also improving consistency. Last but not least, more teaching practices and research designs are available. However, the goal is for learners' STEM aptitude to increase practice depth.

175-176

Authors: Editorial Board

Journal of Baltic Science Education, Vol. 23, No. 1, 2024 ISSN 1648-3898 /Print/, ISSN 2538-7138 /Online/