<?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%">Wen-Wei Chiang</style></author><author><style face="normal" font="default" size="100%">Mei-Hung Chiu</style></author><author><style face="normal" font="default" size="100%">Shiao-Lan Chung</style></author><author><style face="normal" font="default" size="100%">Chun-Keng Liu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SURVEY OF HIGH SCHOOL STUDENTS’ UNDERSTANDING OF OXIDATION-REDUCTION REACTION</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%">concept map</style></keyword><keyword><style  face="normal" font="default" size="100%">diagnostic tool</style></keyword><keyword><style  face="normal" font="default" size="100%">oxidation–reduction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1450980905.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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%">This study investigated the conceptions of 340 Taiwanese high school students (grades 10 to 12) regarding oxidation–reduction reactions. The diagnostic tool used was a two-tier test based on a concept map of redox reactions as presented in high school curriculums. The reliability of the two-tier test items was 0.82. The results show that most 11th graders performed equally well in questions related to the concept of the gain and loss of electrons during oxidation–reduction. In terms of working with oxidation numbers, scores increased with grade level. The results of this study provide valuable reference for curriculum designers and science instructors. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">596–607 </style></section></record></records></xml>