<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jonathan M. Barcelo</style></author><author><style face="normal" font="default" size="100%">Precious Lady Gine N. Araneta</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT AND VALIDATION OF THE VISUAL REPRESENTATIONS TEST IN CHEMISTRY FOR PRE-MEDICAL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">item content validity</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-medical students</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">visual representations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235055.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The ability of pre-medical students to use visual representations in chemistry is crucial in understanding complex and abstract chemistry concepts. To measure students’ knowledge and understanding of visual representations in chemistry, this study developed and validated the Visual Representations Test in Chemistry (VRTC). A hypothesized three-level progression of this construct was drafted and validated using Rasch analysis. The first version of the VRTC comprised 26 multiple-choice items covering particle models, ball-and-stick models, skeletal structures, electrostatic potential maps, Fischer projections, and Newman projections. The test was administered to 827 pre-medical students across four institutions in the Philippines. Dichotomous Rasch analysis provided evidence of reliability, unidimensionality, and item fit. Item-content validity indices indicated fair-to-excellent values, and the item hierarchy confirmed the hypothesized progression of knowledge about visual representations in chemistry. Analysis of variance of item difficulties revealed significant differences in mean item difficulty across the three hypothesized levels of knowledge, F(2,23) = 17.273, p&lt;.001, supporting construct validity. However, Rasch analysis revealed student ability gaps, items with overlapping difficulty levels, and differential item functioning based on year level. Overall, the VRTC exhibited adequate psychometric properties for assessing pre-medical students’ knowledge and understanding of visual representations in chemistry.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">600-616</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hidayati Maghfiroh</style></author><author><style face="normal" font="default" size="100%">Siti Zubaidah</style></author><author><style face="normal" font="default" size="100%">Susriyati Mahanal</style></author><author><style face="normal" font="default" size="100%">Hendra Susanto</style></author><author><style face="normal" font="default" size="100%">Chang, C. Y.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT AND VALIDATION OF THE GENETICS LITERACY AND REASONING TEST: A TOOL FOR EXPLORING GLOBAL GENETICS ISSUES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">genetics literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">instrument validation</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific reasoning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2025</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">So far, instruments to measure genetic literacy that encompass global genetic issues are limited. In addition, instruments that assess practical knowledge and comprehensively evaluate genetic literacy skills have yet to be developed. Therefore, this research aimed to develop, validate, and improve an instrument based on a new conceptual framework of genetic literacy across grades. Six stages were conducted based on construct modeling to establish the Genetics Literacy and Reasoning Test. In the development process, numerous sources of evidence were collected, including evaluation from an expert panel to examine face validity, a pilot study to ensure comprehension, and testing involving 250 pre-service biology teachers. The results showed that the Genetics Literacy and Reasoning Test generally has good quality regarding dimensionality, reliability and separation, item fit, person–item mapping, and other data collected from interviews. This study highlights the importance of developing reliable and valid instruments to evaluate students’ genetic literacy and recommends it as a valuable tool for research and practice.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">465-487</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mohamed A. Shahat</style></author><author><style face="normal" font="default" size="100%">William J. Boone</style></author><author><style face="normal" font="default" size="100%">Abdullah K. Ambusaidi</style></author><author><style face="normal" font="default" size="100%">Khalsa Al Bahri</style></author><author><style face="normal" font="default" size="100%">Annika Ohle-Peters</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USE OF RASCH ANALYSIS TO DEVELOP AN ARABIC LANGUAGE SURVEY (STPLTS) TO MEASURE OMANI SCIENCE TEACHERS' VIEWS TOWARDS THE CLASSROOM APPLICATION OF PEDAGOGICAL LEARNING THEORIES </style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Oman</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical learning theories</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science teachers' views</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1656444312.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">A range of pedagogical learning theories has been proposed to guide science teachers' classroom teaching. This study presents the results of the development and use of an 18-item Arabic language rating scale survey to assess Omani teachers' (N = 400) views towards the application of selected pedagogical learning theories of potential use in their science classrooms. The current study was a quantitative approach following the survey design.  Rasch analysis was used to guide the analysis of the instrument. The results suggested that one dimension was defined by survey items and item independence. Person and item reliability were acceptable. Analysis of category probability curves showed acceptable measurements from the rating scale. The Wright Map matched theory and so provided guidance for the future teaching of Omani science teachers. This study adds to the literature reporting the results of science education data collected from science teachers who teach for international use in general, and for Oman and Arab countries in particular. Perspectives and contributions of the study findings on improving science teaching and learning are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">513-527</style></section></record></records></xml>