Many research studies have shown that lower-secondary school students’ scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students’ conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students’ cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students’ conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students’ different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students’ conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students’ conceptual understanding of Moon Phases. Keywords: assessment of conceptual understanding, level division, Moon Phases, quantitative analysis, qualitative analysis
{"title":"ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN STUDENT LEARNING OF MOON PHASES","authors":"Yi Zou, Lizhen Jin, Xiao Huang, Yanbing Li","doi":"10.33225/jbse/23.22.719","DOIUrl":"https://doi.org/10.33225/jbse/23.22.719","url":null,"abstract":"Many research studies have shown that lower-secondary school students’ scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students’ conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students’ cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students’ conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students’ different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students’ conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students’ conceptual understanding of Moon Phases.\u0000Keywords: assessment of conceptual understanding, level division, Moon Phases, quantitative analysis, qualitative analysis","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44320233","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}
Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS's construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students' attitudes towards the teaching process, with 13 items. The second dimension assesses students' negative attitudes, including five items. The third dimension evaluates students' attitudes towards experiments, containing five items. Keywords: science and technology lesson, attitude toward science and technology courses, attitude scale development
{"title":"DEVELOPING AN ATTITUDE SCALE TOWARDS SCIENCE AND TECHNOLOGY COURSES: A STUDY OF VALIDITY AND RELIABILITY","authors":"Sinem Yalgin, K. A. Batman, Mert Bastas","doi":"10.33225/jbse/23.22.641","DOIUrl":"https://doi.org/10.33225/jbse/23.22.641","url":null,"abstract":"Science education in primary school is critical for establishing a comprehensive understanding of the nature of science. Students with positive attitudes towards science courses are more likely to achieve academic success. Measuring and fostering positive attitudes is essential for effective instructional planning. This study aimed to develop a measurable scale to assess the attitudes of fourth-grade elementary school students in Northern Cyprus towards Science and Technology Courses (STC). While developing the Student Science and Technology Attitude Scale (SSTAS), the literature was reviewed, and 168 students were asked to write essays about STC. A pool of attitude items was created by analyzing the literature and essays, and expert opinions were sought. The preliminary scale was prepared based on expert consultation. The study group included 651 randomly selected fourth-grade students during the 2020-2021 academic year. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were conducted to determine SSTAS's construct validity. The results indicated that the scale is valid and reliable, comprising three dimensions. The first dimension measures students' attitudes towards the teaching process, with 13 items. The second dimension assesses students' negative attitudes, including five items. The third dimension evaluates students' attitudes towards experiments, containing five items.\u0000Keywords: science and technology lesson, attitude toward science and technology courses, attitude scale development","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46617483","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}
The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students' anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students' motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8% of the overall proportion of upper-secondary school students' motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy. Keywords: chemistry learning anxiety, chemistry motivation, Indonesian upper-secondary school students, cross-sectional research
{"title":"THE FACTORS THAT INFLUENCE THE MOTIVATION TO LEARN CHEMISTRY OF UPPER-SECONDARY SCHOOL STUDENTS IN INDONESIA","authors":"Nur Huda, Eli Rohaeti","doi":"10.33225/jbse/23.22.615","DOIUrl":"https://doi.org/10.33225/jbse/23.22.615","url":null,"abstract":"The role of motivation in chemistry learning has long been explored and has become an exciting research topic worldwide. The aim of this study was to explore whether gender, class and students' anxiety influenced the motivation to learn chemistry among upper-secondary school students in Indonesia. The Chemistry Motivation Questionnaire II and the Chemistry Anxiety Questionnaire were used to examine the influence of multiple predictors through multiple linear regression analysis tests. Participants in this study were 1,211 upper-secondary school students in Indonesia. This study proves that gender has a significant influence on students' motivation to study chemistry, with female students being more motivated to study chemistry than male students. Interesting research results can be seen in the anxiety variable anxiety, specifically in the chemistry learning anxiety aspect, which has a negative correlation with motivation to study chemistry. The regression model of the three factors revealed in this study accounts for 13.8% of the overall proportion of upper-secondary school students' motivation to study chemistry in Indonesia. The results of this study were corroborated using the interview transcript data with 10 students, who extracted several other predictors to influence motivation to study chemistry, including learning experience, learning environment, and digital literacy.\u0000Keywords: chemistry learning anxiety, chemistry motivation, Indonesian upper-secondary school students, cross-sectional research","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41660538","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}
There is no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children’s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children’s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle.
{"title":"THE IMPORTANCE OF ENVIRONMENTAL EDUCATION AT AN EARLY AGE","authors":"Vincentas Lamanauskas","doi":"10.33225/jbse/23.22.564","DOIUrl":"https://doi.org/10.33225/jbse/23.22.564","url":null,"abstract":"There is no doubt that environmental education at an early age is significant for human development. When we refer to an early age, we mean the preschool and the primary stage of education (preschool education institution and primary school). It is obvious that the foundations of personality are formed at this stage, primarily a positive attitude towards nature and the surrounding world. At this stage, the child begins to distinguish himself from the environment, an emotional and value attitude towards the environment, nature, himself, and other people, etc., is formed. On the other hand, knowledge corresponding to a certain age of a personality (e.g., ecological), norms and rules of interaction with nature are required, on the other hand, it is extremely important to develop empathy for nature through various activities (e.g., actively solving certain environmental problems). It can be reasonably stated that the formation of values, nature cognition and a sustainable lifestyle are three essential factors determining (describing) the importance of environmental education. Thus, environmental education at an early age not only helps to develop environmental awareness but also promotes abilities and the attitude, which can determine a sustainable and responsible lifestyle in the future. From this point of view, the continuity and sustainability of this education is extremely significant. Environmental education in primary school can have a long-term effect on children’s moral and worldview behaviour and contribute to sustainable development and global well-being. The period of primary education is a suitable and favourable environment for the formation of children’s positive and rational attitude towards the environment, promoting environmental awareness and developing a sustainable lifestyle.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47343954","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}
STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made. Keywords: extended reality, STEM education, learning response, learning performance, experimental research
{"title":"THE EFFECTS OF EXTENDED REALITY TECHNOLOGIES IN STEM EDUCATION ON STUDENTS’ LEARNING RESPONSE AND PERFORMANCE","authors":"Yu-Chen Chiang, Shao-Chieh Liu","doi":"10.33225/jbse/23.22.568","DOIUrl":"https://doi.org/10.33225/jbse/23.22.568","url":null,"abstract":"STEM education is a crucial learning area to understand important concepts and gain 21st-century skills in different disciplines, explore scientific knowledge, and solve problems in daily life. However, research in STEM education is scarce on extended reality technologies. This research examined the effects of extended reality integrated STEM on students’ learning response and performance. A quasi-experimental research design was used to find answers to the research questions. The same lecture taught the experimental and control groups but preceded STEM experimental activities at a different time and with distinct instructional strategies and teaching aids. The participants were students in two classes at a university in Taiwan. The research results showed that students in the experimental group applying extended reality-integrated STEM had better learning responses than students in the control group using teaching materials. The results also showed that students in the experimental group learning with an extended reality system could apply the STEM curriculum knowledge acquired in classes and reflect the learning outcomes on the test assessment for better learning performance than students in the control group. In addition, the results revealed that good learning responses could enhance students’ higher learning performance. In light of the results, educational implications are made. \u0000Keywords: extended reality, STEM education, learning response, learning performance, experimental research","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44660933","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}
This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum. Keywords: Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching
{"title":"BLENDED LEARNING ON WECHAT PLATFORM-BASED SPOC IN LOWER-SECONDARY SCHOOL SCIENCE TEACHING","authors":"Tugen Xu, Jiaying Xu, Xiaoqing Xu, Jijian Lu","doi":"10.33225/jbse/23.22.701","DOIUrl":"https://doi.org/10.33225/jbse/23.22.701","url":null,"abstract":"This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum.\u0000Keywords: Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43716787","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}
Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems’ degradation. The research sought to explore pre-service science teachers’ views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers’ confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers’ understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry. Keywords: pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals
{"title":"A NEXUS OF SCIENTIFIC INVESTIGATIONS, SCIENCE PROCESS SKILLS, AND SUSTAINABLE DEVELOPMENT GOALS: PRE-SERVICE TEACHERS’ VIEWS CONCERNING MANGROVES FIELDWORK","authors":"Leonard Molefe, Jean-Baptiste Aubin","doi":"10.33225/jbse/23.22.682","DOIUrl":"https://doi.org/10.33225/jbse/23.22.682","url":null,"abstract":"Initial teacher education should mould well-rounded teachers proficient in scientific investigations, and advocate sustainability amid global ecosystems’ degradation. The research sought to explore pre-service science teachers’ views concerning scientific investigations and sustainable development goals, and synergy between skills and different aspects of scientific inquiry within the context of the mangroves ecosystem studied. A four-part questionnaire was administered to 82 students registered for a Bachelor of Education degree. It included items on teachers’ confidence in planning and conducting scientific investigations, types of scientific investigations, sustainable development goals, science process skills and the different aspects of scientific inquiry. Statistical analysis of the data showed the importance of a constructivist approach, learner engagement and discerning and controlling variables when investigating scientific phenomena. However, only a fair number of teachers could correctly provide the scientific investigation they conducted during the mangroves study, the sustainable development goals embedded in it, and the synergy between science process skills and the aspects of scientific inquiry. The findings have implications for teacher education in terms of potential challenges in teachers’ understanding of scientific investigations, the synergy between them and sustainability, and science process skills that meld with the aspects of scientific inquiry.\u0000Keywords: pre-service teachers, science process skills, scientific inquiry, scientific investigations, sustainable development goals","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43754496","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}
Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach. Keywords: physics teachers, self-efficacy, innovative teaching, comprehensive teaching approach, Latent Profile Analysis
{"title":"PHYSICS TEACHERS’ SELF-EFFICACY, INNOVATIVE TEACHING AND COMPREHENSIVE TEACHING APPROACH: LATENT PROFILE ANALYSIS","authors":"Qiang-Wen Lin, Yu-Zhou Luo","doi":"10.33225/jbse/23.22.668","DOIUrl":"https://doi.org/10.33225/jbse/23.22.668","url":null,"abstract":"Physics education aims to develop sophisticated thinking abilities and enhance conceptual depth, but student interest has decreased, emphasizing the importance of teacher quality in fostering success and positive attitudes. The aim of the study was to examine the physics teachers' self-efficacy, innovative teaching, and comprehensive teaching approach levels. As data collecting instruments, self-efficacy, innovative physics teaching, and comprehensive teaching approach scores were utilized. In the pilot research group, validity and reliability assessments were conducted on the scales. The primary research involved 241 physics teachers. As the measurement variables were constantly changeable, Latent Profile Analysis was utilized. The present study's results suggest that teachers have high self-perceptions in various dimensions related to teaching effectiveness, including self-efficacy, innovative teaching, and comprehensive teaching approach. These results are consistent with previous research that has shown a positive relationship between teacher self-perceptions and teaching effectiveness. Future research could explore the relationship between teacher self-perceptions and student achievement to better understand the impact of self-perceptions on student outcomes. Overall, the results of this study highlight the importance of supporting teachers' self-efficacy and providing opportunities for innovative teaching and professional development to improve comprehensive teaching approach.\u0000Keywords: physics teachers, self-efficacy, innovative teaching, comprehensive teaching approach, Latent Profile Analysis","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42028555","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}
Issue date: 15 April 2023 Original Paper: Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215 Abstract. Erratum for “Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215”. Keywords: erratum This document presents the appendices belonging to the published article.
{"title":"CORRECTION ON USING COMICS FOR CLIMATE CHANGE IN SCIENCE EDUCATION: STUDENTS' SOLUTIONS AND AESTHETIC SUBTLETIES","authors":"Gamze Alp, Berna Coskun Onan","doi":"10.33225/jbse/23.22.549","DOIUrl":"https://doi.org/10.33225/jbse/23.22.549","url":null,"abstract":"Issue date: 15 April 2023 Original Paper: Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215 Abstract. Erratum for “Alp, G., & Coskun Onan, B. (2023). Using comics for climate change in science education: Students' solutions and aesthetic subtleties. Journal of Baltic Science Education, 22(2), 215-231. https://doi.org/10.33225/jbse/23.22.215”. Keywords: erratum This document presents the appendices belonging to the published article.","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135091188","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}
At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA. Keywords: energy awareness, science textbooks, quantitative assessment
{"title":"ENERGY AWARENESS EDUCATION APPEARING IN NATURAL SCIENCES TEXTBOOKS FROM GRADE 1 TO 12","authors":"Ibolya Markóczi Revák, Virág Fehér, János Máth","doi":"10.33225/jbse/23.22.470","DOIUrl":"https://doi.org/10.33225/jbse/23.22.470","url":null,"abstract":"At the time of the current global energy crisis energy awareness education in school is increasingly important. Textbooks directly helping and influencing learning play an important role in this, especially in the case of natural sciences. Thus, the aim of this research was to show how science textbooks help to educate energy awareness (EA). Regarding this, 67 Hungarian science textbooks were analysed using a quantitative textbook analysis from grade 1 to 12. When studying the knowledge on EA, the occurrence of the key concepts related to EA included in the National Core Curriculum (2020) was examined according to content, pedagogical and structural dimensions. According to the results, the most common key concepts were renewable energy, and energy saving, while the least common was the concept of energy crisis. The textbooks studied increasingly communicate key concepts in the form of definitions in the main textbook text at the level of information, moving towards the upper grades, and paying less attention to the attitude-forming elements. There are few tasks that require the application of knowledge about EA, especially those that also develop digital competence. In this form, the textbooks studied are less suited to developing an attitude toward EA, which does not help in making the right decisions in relation to EA.\u0000Keywords: energy awareness, science textbooks, quantitative assessment","PeriodicalId":46424,"journal":{"name":"Journal of Baltic Science Education","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47172572","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}
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