@article {689,
	title = {FOURTEEN-YEAR-OLD STUDENTS{\textquoteright} MISCONCEPTIONS REGARDING THE SUB-MICRO AND SYMBOLIC LEVELS OF SPECIFIC CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {620-632},
	abstract = {Learning and presenting chemical concepts at the triple level of chemical concepts provides opportunities for the development of misconceptions. The research aimed to identify potential misconceptions of chemical concepts: the states of matter, a pure substance, a mixture, an element, a compound, a physical change, and a chemical reaction at the sub-micro level when solving problems incorporating sub-microrepresentations. A total of 188 14-year old students, attending six different primary schools, participated in the research. A chemistry achievement test comprising five problems at the macroscopic, sub-micro, and symbolic levels was used to obtain data about students{\textquoteright} misconceptions of selected concepts. The results showed that the majority of students had formed inadequate mental models (misconceptions) for the chemical concept of the liquid state of water (66.5\%). The lowest level of misconceptions is related with the gaseous state of matter, because almost all students (98.5\%) solved the problem correctly. It can be concluded that the results of the research are significant for chemistry teachers because they can: select and apply adequate educational strategies to avoid the deepening or development of misconceptions and make the courses practically oriented by analysing students{\textquoteright} misconceptions and develop teaching strategies to minimise these problems in the chemistry classroom.},
	keywords = {chemical concepts, misconceptions, primary school, sub-micro level, symbolic level},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.620},
	url = {http://oaji.net/articles/2017/987-1533708866.pdf},
	author = {Miha Slapni{\v c}ar and Valerija Tompa and Sa{\v s}a A. Gla{\v z}ar and Iztok Devetak}
}
@article {569,
	title = {IDENTIFICATION OF THE UNDERSTANDING OF THE STATES OF MATTER OF WATER AND AIR AMONG SLOVENIAN STUDENTS AGED 12, 14 AND 16 YEARS THROUGH SOLVING AUTHENTIC TASKS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {June/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {308-323},
	abstract = {The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included five 12, 14, and 16 year old students. A semi-structured interview including four computer-displayed tasks was used for the data collection. The research results show that all of the students correctly identified the states of matter of water at the particulate level, but not of air. It was found that the students had difficulty justifying their selection. The study confirmed the existence of: (a) misunderstanding regarding the interpretation of the particulate nature of matter, (b) a failure to distinguish between particle and matter, and (c) the inadequate description of submicroscopic level of matter with macroscopic level concept. The survey results provide an insight into the mindset of students and serve as a starting point for teachers{\textquoteright} lesson planning.},
	keywords = {authentic tasks, macroscopic level, misunderstanding of pressure, states of matter, submicroscopic level},
	isbn = {E-ISSN 2538-7138},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.308},
	url = {http://oaji.net/articles/2017/987-1497963826.pdf},
	author = {Miha Slapni{\v c}ar and Iztok Devetak and Sa{\v s}a A. Gla{\v z}ar and Jerneja Pavlin}
}
