@article {1156,
	title = {DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE UPPER-SECONDARY SCHOOL SCIENCE TEACHERS{\textquoteright} PERCEIVED PRACTICAL KNOWLEDGE ABOUT PRACTICAL WORK},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {26-37},
	abstract = {Teachers{\textquoteright} practical knowledge is closely related to teaching practice. The purpose of this research was to develop an instrument for assessing upper-secondary school science teachers{\textquoteright} perceived practical knowledge about practical work. The development of this instrument was based on five components in the conceptual framework of PCK about practical work: orientations of practical work, knowledge of curriculum materials in practical work, knowledge of students in practical work, knowledge of educational strategies for practical work, and knowledge of assessment in practical work. After the questionnaire was developed, 636 Chinese upper-secondary school science teachers participated in this research voluntarily. The results from exploratory factor analysis, correlation analysis and confirmatory factor analysis provided sufficient evidence for the construct validity of instrument. The high Cronbach coefficient indicated that the instrument had good internal consistency reliability. Finally, an instrument with six factors and 25 items was documented. The instrument would benefit science teacher educators and researchers. },
	keywords = {instrument validation, pedagogical content knowledge, perceived knowledge, Practical work},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.26},
	url = {https://oaji.net/articles/2022/987-1647117534.pdf},
	author = {Bo Chen and Lijun Chen and Xianhua Meng and Minjie Yan and Miaomiao Shen}
}
@article {913,
	title = {EXAMINING THE FACTORS THAT INFLUENCE HIGH SCHOOL CHEMISTRY TEACHERS{\textquoteright} USE OF CURRICULUM MATERIALS: FROM THE TEACHERS{\textquoteright} PERSPECTIVE},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {December/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {893-907},
	abstract = {This research aimed to examine the impact of different factors on high school chemistry teachers{\textquoteright} use of curriculum materials in China. The examination was conducted on a theoretical framework in which three aspects of curriculum materials and three ways of curriculum use are involved and nine factors are suggested. Through a questionnaire survey of 212 chemistry teachers, the findings included the following aspects. Firstly, the nine factors more induced teachers to supplement the teaching elements, but less affected teachers to delete the original contents in the curriculum materials. Secondly, among the nine factors, {\textquoteleft}knowledge about students{\textquoteright} was recognized as the core factor in the three dimensions of teaching objectives, teaching strategies, and teaching activities, whereas {\textquoteleft}class size{\textquoteright} was regarded as the peripheral factor in all three dimensions. {\textquoteleft}Teaching resources{\textquoteright} was another peripheral factor for the dimensions of teaching strategies and teaching activities. Thirdly, two factors were found to be significantly different among teachers who are in different areas of economic development: {\textquoteleft}knowledge about students{\textquoteright} and {\textquoteleft}class size{\textquoteright}. Fourthly, {\textquoteleft}knowledge about curriculum{\textquoteright} and {\textquoteleft}knowledge about instructional strategies{\textquoteright} were two factors that made significant differences in the comparison among teachers who have different years of teaching experience. },
	keywords = {chemistry teachers, curriculum materials, curriculum use, influencing factors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.893},
	url = {http://oaji.net/articles/2020/987-1606572365.pdf},
	author = {Bo Chen and Bing Wei and Xiaoling Wang}
}
@article {748,
	title = {EXAMINING CHEMISTRY TEACHERS{\textquoteright} PERCEPTIONS OF THEIR INTERACTION WITH CURRICULUM MATERIALS: A QUANTITATIVE APPROACH},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {197-208},
	abstract = {On the basis of the model of the interactive relationship between teachers and curriculum materials, this research proposed the four dimensions of the interaction of chemistry teachers with curriculum materials: {\textquoteleft}routine use{\textquoteright}, {\textquoteleft}scientific inquiry{\textquoteright}, {\textquoteleft}STSE{\textquoteright} and {\textquoteleft}teacher learning{\textquoteright}. An instrument with good validity and reliability was developed. Through a questionnaire survey of 208 junior high school chemistry teachers in three areas in Guangzhou, China, it was found that teachers thought they had a good interaction with curriculum materials, but the level of interaction is not very high. Teachers from different administrative areas were significantly different in the dimensions of {\textquoteleft}STSE{\textquoteright} and {\textquoteleft}teacher learning{\textquoteright}; teachers with different years of teaching experience showed significant differences in the dimensions of {\textquoteleft}routine use{\textquoteright}, {\textquoteleft}scientific inquiry{\textquoteright} and {\textquoteleft}STSE{\textquoteright}. There was no interaction effect between the two variables of the areas and years of teaching. Designing educative curriculum materials and developing teacher training activities in terms of curriculum use are recommended to further improve teachers{\textquoteright} ability to use curriculum materials.},
	keywords = {chemistry teaching, curriculum materials, curriculum use, survey research},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.197},
	url = {http://oaji.net/articles/2019/987-1554359479.pdf},
	author = {Bo Chen and Bing Wei and Yuhua Mai}
}
