Journal of Baltic Science Education最新文献

DIFFERENCES IN TEACHING AND LEARNING CONCEPT NETWORKS OF PHOTOSYNTHESIS ACCORDING TO ACHIEVEMENT LEVELS 不同成绩水平的光合作用概念网络教学差异

4区教育学

Journal of Baltic Science Education Pub Date : 2026-04-28 DOI: 10.33225/jbse/26.25.282

Youngshin Kim, Hyunju Chun, Soo-min Lim

{"title":"DIFFERENCES IN TEACHING AND LEARNING CONCEPT NETWORKS OF PHOTOSYNTHESIS ACCORDING TO ACHIEVEMENT LEVELS","authors":"Youngshin Kim, Hyunju Chun, Soo-min Lim","doi":"10.33225/jbse/26.25.282","DOIUrl":"https://doi.org/10.33225/jbse/26.25.282","url":null,"abstract":"Students comprehend most science concepts through in-class learning. Therefore, how teachers present concepts can decisively influence students’ understanding of scientific concepts. Accordingly, this study aimed to identify implications for concept teaching and learning by comparing the conceptual structure of photosynthesis reflected in the teaching concept networks used by teachers with the learning concept networks constructed by students. In this process, the construct of the concept network taught by the teacher and the concepts learned by students at each achievement level were compared and analysed using semantic network analysis. The concepts taught by the teacher and those learned by the students were largely similar, but the strength and complexity of the connections between concepts differed. Moreover, the teacher did not clearly distinguish between subtopics while teaching. As a result, the students recognised the concepts but often failed to distinguish between subtopics. High-achievers learned more concepts and showed a more complex connection between concepts than low-achievers. The findings suggest that teachers should explain scientific concepts by breaking them down into subtopics and presenting them in smaller, interconnected chunks to help students relate new knowledge to existing knowledge. Keywords: achievement level, concept network, connected concept network, learning concept, teaching concept","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"25 2","pages":"282-282"},"PeriodicalIF":0.0,"publicationDate":"2026-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148305574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

IMPROVING LOWER SECONDARY SCHOOL STUDENTS’ KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY 通过加强初中学生对浮力性质的理解，提高他们对浮力知识的整合能力

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.1120

Yi Zou, Xinyu Xue, Lizhen Jin, Xiao Huang, Yanbing Li

{"title":"IMPROVING LOWER SECONDARY SCHOOL STUDENTS’ KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY","authors":"Yi Zou, Xinyu Xue, Lizhen Jin, Xiao Huang, Yanbing Li","doi":"10.33225/jbse/23.22.1120","DOIUrl":"https://doi.org/10.33225/jbse/23.22.1120","url":null,"abstract":"In recent years, developing students’ knowledge integration of specific topics through effective teaching methods has been a concern in science education. This study explored an alternative teaching method, which aims to help lower secondary school students develop their knowledge structure about buoyancy towards a logically integrated conceptual framework through enhancing their understanding of the nature of buoyancy. Specifically, this study constructed a conceptual framework on buoyancy and a set of matching test questions to map out the three levels of knowledge integration of students, and designed and implemented a teaching experiment of promoting students’ understanding of the nature of buoyancy. Through quantitative and qualitative analysis, it was found that the knowledge integration development of the treatment group was significantly better than that of the control group. The results indicated that enhancing students’ understanding of the nature of buoyancy can effectively improve their knowledge integration of buoyancy. Accordingly, improving knowledge integration through enhancing students’ understanding of the nature of the specific scientific concept may be a new direction for future research.\u0000Keywords: conceptual framework, knowledge integration of buoyancy, scientific concept understanding, the nature of buoyancy","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"15 11","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

BREAKING GENDER STEREOTYPES: HOW INTERACTING WITH STEM PROFESSIONALS CHANGED FEMALE STUDENTS' PERCEPTIONS 打破性别定型观念：与干校专业人员的互动如何改变女学生的观念

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.974

Ismail Dönmez

{"title":"BREAKING GENDER STEREOTYPES: HOW INTERACTING WITH STEM PROFESSIONALS CHANGED FEMALE STUDENTS' PERCEPTIONS","authors":"Ismail Dönmez","doi":"10.33225/jbse/23.22.974","DOIUrl":"https://doi.org/10.33225/jbse/23.22.974","url":null,"abstract":"Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student’s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students’ mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields.\u0000Keywords: female students, gender stereotypes, human images in STEM, role models, STEM","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"29 48","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE 多媒体应用对学生农业科学学习成绩的影响

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.1074

Cajethan U. Ugwuoke, Emmanuel A. Babajide, L. U. Ekenta, Godwin E. Eze, C. Nwankwo, F. Ifeanyieze, Christiana U. Nwachukwu, V. O. Odoh, E. Isiwu

{"title":"EFFECTS OF MULTIMEDIA APPLICATION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN AGRICULTURAL SCIENCE","authors":"Cajethan U. Ugwuoke, Emmanuel A. Babajide, L. U. Ekenta, Godwin E. Eze, C. Nwankwo, F. Ifeanyieze, Christiana U. Nwachukwu, V. O. Odoh, E. Isiwu","doi":"10.33225/jbse/23.22.1074","DOIUrl":"https://doi.org/10.33225/jbse/23.22.1074","url":null,"abstract":"The performance of agricultural science students is consistently low as seen in their external examinations. This could be attributed to the poor teaching methods, materials and techniques applied in teaching the subject. This study determined the multimedia application effects on the academic achievement of Agricultural science students. It adopted a mixed-method design. All the students and teachers of Agricultural science in secondary schools in Enugu State, Nigeria formed the population but six schools with 583 students and teachers of agriculture formed the sample. Students’ Academic Achievement Test in Agricultural Science (SAATAS) and Convenience Teaching Method Questionnaire (CTMQ) were used to collect data. Mean, ANCOVA and Friedman's test were used for data analyses. Results indicated that students instructed using multimedia significantly performed higher than the students instructed using the conventional teaching method. The performance of males was not different from that of the females. The interaction between the teaching media and gender had a non-significant effect on the academic achievement of students. Moreover, teachers adopted note-taking, lecture, demonstration and project methods but did not use multimedia in teaching. Teachers of agriculture accepted that inconsistent power supply, poor network connectivity, and non-availability of computers, among others, were the problems hindering them from using multimedia in teaching.\u0000Keywords: academic achievement, mixed method design, multimedia, agricultural science, teaching and learning","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"7 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

MEASURING SCIENTIFIC REASONING OF FOURTH GRADERS: VALIDATION OF THE SCIENCE-K INVENTORY IN PAPER-BASED AND COMPUTER-BASED TESTING ENVIRONMENTS 测量四年级学生的科学推理能力：在纸质和计算机测试环境中验证科学-K 量表

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.1050

Márió Tibor Nagy, Erzsébet Korom

{"title":"MEASURING SCIENTIFIC REASONING OF FOURTH GRADERS: VALIDATION OF THE SCIENCE-K INVENTORY IN PAPER-BASED AND COMPUTER-BASED TESTING ENVIRONMENTS","authors":"Márió Tibor Nagy, Erzsébet Korom","doi":"10.33225/jbse/23.22.1050","DOIUrl":"https://doi.org/10.33225/jbse/23.22.1050","url":null,"abstract":"Nowadays, the assessment of student performance has become increasingly technology-based, a trend that can also be observed in the evaluation of scientific reasoning, with more and more of the formerly paper-based assessment tools moving into the digital space. The study aimed to examine the reliability and validity of the paper-based and computer-based forms of the Science-K Inventory, which assesses children's scientific reasoning in three aspects: experimentation, data interpretation, and understanding of the nature of science. The pilot study involved 84 fourth-grade Hungarian students, with 39 students taking the paper-based test and 45 students taking the computer-based test. Rasch measurements and reliability tests have indicated that both the paper-based and computer-based test versions are equally valid for assessing the scientific reasoning skills of fourth graders. Students achieved high test scores in both mediums, and there were no significant differences between boys' and girls' scientific reasoning in either test type. The novelty of this research was that the Science-K Inventory had not yet been tested in a computer-based format. The results demonstrate that the Science-K Inventory can be effectively utilized in digital testing to provide teachers with rapid and valuable information for fostering the development of their students' scientific reasoning.\u0000Keywords: computer-based testing, paper-based testing, primary school, Science-K Inventory, scientific reasoning","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"2 10","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

THE CONTEXT CONDITIONS STUDENTS´ REPRESENTATIONS OF THE HUMAN NUTRITION MODEL 学生表述人类营养模型的背景条件

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.1089

T. Zamalloa, Araitz Uskola, Ainara Achurra

{"title":"THE CONTEXT CONDITIONS STUDENTS´ REPRESENTATIONS OF THE HUMAN NUTRITION MODEL","authors":"T. Zamalloa, Araitz Uskola, Ainara Achurra","doi":"10.33225/jbse/23.22.1089","DOIUrl":"https://doi.org/10.33225/jbse/23.22.1089","url":null,"abstract":"The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.\u0000Keywords: evaluation context, preservice teachers, nutrition model, model representation","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"6 23","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A HISTORICAL UNDERSTANDING OF HOW SCIENCE WORKS 对科学如何运作的历史理解

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.952

B. Aberšek

引用次数: 0

MODERATING ROLE OF SCIENCE SELF-CONCEPT IN ELICITING STATE CURIOSITY WHEN CONFRONTING A VIOLATION OUTCOME 面对违规结果时，科学自我概念对激发状态好奇心的调节作用

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.1025

Jihoon Kang

{"title":"MODERATING ROLE OF SCIENCE SELF-CONCEPT IN ELICITING STATE CURIOSITY WHEN CONFRONTING A VIOLATION OUTCOME","authors":"Jihoon Kang","doi":"10.33225/jbse/23.22.1025","DOIUrl":"https://doi.org/10.33225/jbse/23.22.1025","url":null,"abstract":"A higher science self-concept may be required to stimulate state curiosity in incongruent situations, but there is limited research on the connection between science self-concept and state curiosity. The purpose of this study is to examine whether science self-concept moderates the process of arousing students’ state curiosity when they encounter results that violate their expectations in science learning. To achieve this aim, 410 fifth- and sixth-grade primary school students (194 female) were asked to solve science questions, and students who faced results that deviated from their expectations were classified as the violation outcome group (experimental group), while those who faced results consistent with their expectations were classified as the expected outcome group (comparison group). Then, the moderating effect of science self-concept on the relationship between science curiosity and state curiosity arousal in these two groups was verified using PROCESS macro. Results showed that science curiosity significantly predicted state curiosity in both groups. Notably, science self-concept had a significant moderating effect on the process of arousing state curiosity in the violation outcome group, where higher science self-concept led to a greater increase in state curiosity after confirming the correct answer. However, in the expected outcome group, the moderating effect of science self-concept was not significant. The implications of these findings for science education and potential directions for future research are discussed.\u0000Keywords: science self-concept, science curiosity, state curiosity, moderating effect, PROCESS macro","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"26 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION 可持续发展故事的学习方式：对初等教育学生提问水平的影响

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.1011

Sare Asli, Zinab Safi, Abeer Shehadeh-Nasser, Avi Hofstein, Muhamad Hugerat

{"title":"LEARNING STYLES OF A STORY ABOUT SUSTAINABILITY: THEIR EFFECT ON THE LEVEL OF QUESTIONING OF STUDENTS IN PRIMARY EDUCATION","authors":"Sare Asli, Zinab Safi, Abeer Shehadeh-Nasser, Avi Hofstein, Muhamad Hugerat","doi":"10.33225/jbse/23.22.1011","DOIUrl":"https://doi.org/10.33225/jbse/23.22.1011","url":null,"abstract":"The use of stories in science education can make science more interesting and engaging, illustrate concepts, and provide opportunities for contextual and meaningful learning. Also, integrating a scientific story in which the sustainability goals are incorporated can lead to increasing students’ motivation to learn as well as improve and facilitate the learning process. Having children ask questions allows the educator to learn about the child's insights, views, level of interest, motivation for learning, and knowledge. Therefore, this study focuses on the relationship between science storytelling, questioning, and sustainability among elementary school students. It compares the levels of questioning among primary students who learned a sustainability story in segments versus those who learned the story in its entirety. A quantitative study was conducted involving 120 second graders from the Arab sector in Israel. The results revealed a significant difference in the two groups’ level of questions: the students in the experimental group, who learned the story in segments, asked higher-level questions than those in the control group. The study concluded that learning a scientific story in segments proved effective in enhancing primary students' questioning ability, and that there was a notable preference for this segmented storytelling approach over traditional whole unit learning methods.\u0000Keywords: asking questions, science story, storytelling, sustainability education, text learning","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"20 14","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138965729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

THE RESEARCH STATUS OF FORMATIVE ASSESSMENT IN SCIENCE EDUCATION 科学教育中形成性评估的研究现状

IF 1.2 4区教育学

Journal of Baltic Science Education Pub Date : 2023-12-17 DOI: 10.33225/jbse/23.22.1103

Yulian Zhang, Weijun Wang, Yi Xian, Xianfeng Wang, Jiabin Huang

{"title":"THE RESEARCH STATUS OF FORMATIVE ASSESSMENT IN SCIENCE EDUCATION","authors":"Yulian Zhang, Weijun Wang, Yi Xian, Xianfeng Wang, Jiabin Huang","doi":"10.33225/jbse/23.22.1103","DOIUrl":"https://doi.org/10.33225/jbse/23.22.1103","url":null,"abstract":"Although the number of publications on formative assessment in science education has long been high, there is no bibliometric analysis or scientific mapping in the literature to understand research trends in formative assessment research. This research aimed to examine the bibliometric results of articles on formative assessment in science education. Based on the criteria for inclusion and exclusion, 94 articles were selected for analysis. The results show that between 2015-2016 and 2020-2022, the number of publications on formative assessment increased substantially. Among the top ten institutions that contributed to the research are three institutions from the United States. The results also show that the United States had the most publications. Analysis of the co-citations showed that the Journal of Research in Science Teaching, Science Education, and the International Journal of Science Education were cited more than 100 times. The three most cited studies were published in Assessment in Education: Principles, Policy, and Practice. The results show that the researcher used formative assessment, students, science education, teaching, education, engineering education, curricula, STEM, and e-learning in research on formative assessment. In light of the obtained results, practical suggestions for further studies are made in the conclusion. \u0000Keywords: formative assessment, science education, SCOPUS, bibliometric analysis","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"23 44","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138966329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0