{"title":"A FOUR-TIER DIAGNOSTIC TEST TO DETERMINE PRE-SERVICE SCIENCE TEACHERS’ MISCONCEPTION ABOUT GLOBAL WARMING","authors":"Ayşe Ceren Atmaca Aksoy, Sinan Erten","doi":"10.33225/jbse/22.21.747","DOIUrl":"https://doi.org/10.33225/jbse/22.21.747","url":null,"abstract":"Global warming is the most serious problem of our age. The most permanent measure to be taken against this problem is to ensure that individuals receive an effective and well-equipped education, free from misconceptions, which are obstacles to the efficiency of education. In this study, it is aimed to develop a four-stage diagnostic test that can reveal the misconceptions of pre-service science teachers about global warming. The sample of the study, in which the survey approach was used, consists of 401 pre-service teachers studying in the science teaching department at different universities in Turkey. The results show that the test is a valid and reliable measurement tool that can be used to determine the misconceptions, scientific knowledge, and lack of knowledge about global warming. In the study, the factor with the highest percentage of pre-service science teachers’ scientific knowledge and misconceptions was the consequences of global warming, while the factor with the highest percentage of lack of knowledge was calculated as the greenhouse effect factor. It is recommended to use the test to determine the current situation regarding the level and areas where the misconceptions of individuals are concentrated to improve the missing or faulty areas in the science curriculum.\u0000Keywords: conceptual learning, environmental misconceptions, four-tier diagnostic test, global warming","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49266681","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}
{"title":"RESEARCH TRENDS AND ISSUES INCLUDING COMPUTATIONAL THINKING IN SCIENCE EDUCATION AND MATHEMATICS EDUCATION IN THE REPUBLIC OF KOREA","authors":"Woo-hyuk Park, Hyuksoo Kwon","doi":"10.33225/jbse/22.21.875","DOIUrl":"https://doi.org/10.33225/jbse/22.21.875","url":null,"abstract":"Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: 1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problem-solving activities using computers, and mathematics education mostly utilizes the ‘abstraction’ related approach. 2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. 3) CT education in science and mathematics education has used a convergence education approach (STEAM education). \u0000Keywords: computational thinking, mathematics education, research trend analysis, science education","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46143117","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}
{"title":"CRISES OF THE WORLD, CRISES OF THE SCIENCE EDUCATION? LET´S TAKE A CRISIS AS AN OPPORTUNITY!","authors":"Svatava Janoušková, M. Bílek","doi":"10.33225/jbse/22.21.744","DOIUrl":"https://doi.org/10.33225/jbse/22.21.744","url":null,"abstract":"The world faces several crises in the last years. There have been more active conflicts presently than at any time since 1945. More than 82 million refugees must live away from their homes. The Covid-19 pandemic has led to a dramatic loss of human life worldwide and caused economic and social disruption, whose further consequences related to human health and further aspects of well-being can be only estimated so far. Many countries are fighting climate change for a long time and this “fight” has been disrupted by unprecedented energy crises that changes our energy goals from day to day. We are surrounded by uncertainty and worries about the future which rises of populist forces even in the democratic part of the world. So, there is no doubt that we are living through challenging times. There are many strategies for coping with these challenges, one of them is acceptance. It allows us to see reality in the present moment and to move forward. But still, there will likely be many options to choose. We believe that science education is (can become) a means for explaining possibilities and our chances. At least in some of the above crises. And sustainable development indicators with good narratives can be effective educational and information tools bringing evidence about changes in the society and environment (Janoušková et al., 2022).","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41627857","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}
Polonca Legvart, Metka Kordigel Aberšek, Maja Kerneža
{"title":"DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS","authors":"Polonca Legvart, Metka Kordigel Aberšek, Maja Kerneža","doi":"10.33225/jbse/22.21.836","DOIUrl":"https://doi.org/10.33225/jbse/22.21.836","url":null,"abstract":"Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners’ existing misconceptions and the process of transforming them into correct scientific concepts – using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. \u0000Keywords: basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42227120","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}
L. A. Laliyo, Akram La Kilo, Mardjan Paputungan, W. Kunusa, Lilan Dama, Citra Panigoro
{"title":"RASCH MODELLING TO EVALUATE REASONING DIFFICULTIES, CHANGES OF RESPONSES, AND ITEM MISCONCEPTION PATTERN OF HYDROLYSIS","authors":"L. A. Laliyo, Akram La Kilo, Mardjan Paputungan, W. Kunusa, Lilan Dama, Citra Panigoro","doi":"10.33225/jbse/22.21.817","DOIUrl":"https://doi.org/10.33225/jbse/22.21.817","url":null,"abstract":"This study evaluates the difficulties in concept reasoning, changes in response patterns, and item misconception hydrolysis patterns using Rasch modeling. Data were collected through the development of 30 distractor-based diagnostic test items, measuring ten levels of conceptual reasoning ability in three types of salt hydrolysis compounds: 〖〖Na〗_5 P〗_3 O_10, NaOCl and 〖〖(NH〗_4)〗_2 〖SO〗_4. These 30 written test items were completed by 849 students in Gorontalo, Indonesia. The findings show empirical evidence of the reliability and validity of the measurement. Further analysis found that the students’ reasoning difficulty levels of the concept of saline solutions were varied; the calculation of saline solution’s pH level is the most difficult construct to reason. In particular items, changes in response patterns were found; the misconception curve showed a declining trend and disappeared along with the increase of comprehension along the spectrum of students’ abilities. The item misconceptions pattern was found repeatedly in similar items. This finding strengthens the conclusion that resistant misconceptions potentially tend to cause students' conceptual reasoning difficulties and are difficult to diagnose in conventional ways. This study contributes to developing ways of diagnosing resistant misconceptions and being a reference for teachers and researchers in evaluating students' chemical conceptual reasoning difficulties based on Rasch modeling.\u0000Keywords: reasoning difficulties, hydrolysis, misconception, Rasch model.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44672540","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}
{"title":"EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION","authors":"Yinsheng Liu, Wei He, Li Zhao","doi":"10.33225/jbse/22.21.849","DOIUrl":"https://doi.org/10.33225/jbse/22.21.849","url":null,"abstract":"Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the Do-Discuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students' individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners' development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors. \u0000Keywords: concept achievement, individual interest, inquiry learning, science education, situational interest, task order","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46333512","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}
Z. Lužanin, Marija Kaplar, Tatjana Hrubik-Vulanović
{"title":"UNDERGRADUATE STEM AND NON-STEM STUDENTS’ INTERPRETATION OF MEAN IN AN INFOGRAPHIC","authors":"Z. Lužanin, Marija Kaplar, Tatjana Hrubik-Vulanović","doi":"10.33225/jbse/22.21.638","DOIUrl":"https://doi.org/10.33225/jbse/22.21.638","url":null,"abstract":"The use of infographics for presenting data in the media and on the Internet has become a widespread phenomenon. This study examines how well undergraduates interpret the mean when presented in infographic, their attitudes towards the misuse of statistics, and their perceptions of their knowledge and use of statistics. The infographic was intended for the general public. The questionnaire was developed in a pilot study and then it was presented to a sample of 270 students from universities in Serbia and the USA. The study showed that STEM undergraduates and those who attended a course in statistics interpreted the infographic better. However, between 46% and 65% of those misinterpreted the infographic which indicates that changes are needed in statistics education to improve statistical literacy. Concerning demographic characteristics, somewhat better results were achieved by the American students, while gender had weak significance. Students whose interpretations were more successful perceived their knowledge and use of statistics as better. An extremely low number of students, 7.5%, disagreed that statistics is often misused, while only 14.2% trusted the research results presented in the media. The results from this study can be useful for curriculum developers, teachers, and researchers on statistical education.\u0000Keywords: infographics, mean interpretation, non-STEM students, statistical literacy, STEM students, students’ attitudes","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49563164","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}
{"title":"PREDICTION OF THE CORRELATION BETWEEN PROBLEM-SOLVING SKILLS AND CONCEPTUAL REASONING IN STOICHIOMETRY","authors":"Love Kotoka, J. Kriek","doi":"10.33225/jbse/22.21.615","DOIUrl":"https://doi.org/10.33225/jbse/22.21.615","url":null,"abstract":"Learners underperform in stoichiometry as they lack conceptual reasoning of the underlying concepts and the ability to solve stoichiometric problems. Therefore, it was necessary to determine if there is a statistical correlation between problem-solving skills and conceptual reasoning in stoichiometry and if so, whether one can significantly predict the other. The theoretical framework is the cognitive load theory (CLT). This theory expects teachers to know where to focus their teaching and how to assess their learners’ work to avoid unnecessary overloading of the working memory, which might affect their performance. The explanatory sequential mixed-method research design was employed with 410 grade 11 Physical Science learners in their intact classes. The participants wrote the learner achievement test (LAT) and responded to a semi-structured interview. The learners’ test scores were then used to run a statistical test. The Pearson correlation and regression showed that the justifications given by learners for choosing correct or incorrect multiple-choice options were not due to chance, and the results of the learner interviews supported the learners’ performance in the test. Moreover, the findings indicated that there was a positive correlation between problem-solving skills and conceptual reasoning where statistically, conceptual reasoning predicted learners’ problem-solving skills using regression analysis. \u0000Keywords: conceptual reasoning, cognitive load theory, explanatory sequential research design, stoichiometry, problem-solving skills","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46521941","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}
{"title":"USING A MACHINE LEARNING APPROACH TO EXPLORE NON-COGNITIVE FACTORS AFFECTING READING, MATHEMATICS, AND SCIENCE LITERACY IN CHINA AND THE UNITED STATES","authors":"Lu Ye, Yuqing Yuan","doi":"10.33225/jbse/22.21.575","DOIUrl":"https://doi.org/10.33225/jbse/22.21.575","url":null,"abstract":"Non-cognitive factors are considered critical aspects in shaping students' academic achievement. This study aims to analyze and explore the mechanisms of the influence of non-cognitive factors on 15-year-old students' abilities in China and the United States. Based on the Programme for International Student Assessment (PISA) 2018 education dataset, the Classification and Regression Tree (CART) model identifies and explains the factors. The study finds that there are 11 most influential common features in China and 9 in the United States. The two countries have 5 common features, the meta-cognition assess credibility, summarizing text ability, PISA test difficulty perception, science learning time, and school lessons numbers per week. Family economic status also impacts personal ability. Regarding subject characteristics, attitude towards failure is the determinant of reading and mathematics. Cooperation and competition among students help to improve mathematics and science. Furthermore, the comparison between the two countries concludes that self-awareness, family economic status, and school learning environment are critical to personal ability. The study concludes that it is necessary to foster a sense of healthy competition among students at the school level and provide more attention to students with low family socioeconomic status to improve their abilities.\u0000Keywords: machine learning approach; non-cognitive factors; PISA 2018; personal ability","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47537235","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}
{"title":"A PERSONAL REFLECTION ON COVID-19 ONLINE TEACHING, LEARNING, AND ASSESSMENT WITH SUGGESTIONS FOR RESEARCH","authors":"André du Plessis","doi":"10.33225/jbse/22.21.536","DOIUrl":"https://doi.org/10.33225/jbse/22.21.536","url":null,"abstract":"COVID-19 had a severe impact on teaching and learning in schools and tertiary education institutions. Human Rights Watch (Impact of Covid-19 on Children’s Education in Africa, 2022) posits that due to the closure of many schools in African countries, a significant majority of learners were excluded from continuing their education as learning and teaching halted. The pandemic has also had its effect on the higher education sector within the South African context, however, data about non-attendance and drop-out seems not to be freely available as revealed by searching online. Nonetheless, it is reasonable to assume that there were drop-outs and non-attendance by students, however, not to the same extent as within schools as universities embarked on contingency plans to minimize dropouts. Nelson Mandela University in Gqeberha South Africa where the author of this editorial resides, implemented contingency plans within weeks of the COVID pandemic outbreak to offer students ICT devices on loan, e.g. by debiting it against their student accounts while Wi-Fi data access was secured through collaboration with internet providers. It appears that the university sector was able to be more proactive than schools, which can probably be attributed to the fact that the majority of universities have their own ICT infrastructures. In addition, many modules incorporated the use of ICT in various ways, including the use of learning management systems such as Moodle or similar. This resulted in many universities being better prepared to embrace the opportunity to extend online teaching, learning, and assessment in various forms during the COVID-19 pandemic.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42125991","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}