@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 {437,
	title = {DYNAMIC VISUALIZATION IN THE VIRTUAL LABORATORY ENHANCES THE FUNDAMENTAL UNDERSTANDING OF CHEMICAL CONCEPTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {351-365},
	abstract = {In natural science education it is important that the macroscopic, submicroscopic and symbolic levels are interconnected in a student{\textquoteright}s mind. Primary school children have the greatest difficulty in understanding the sub-microscopic, which is outside their experiential framework. This research examines the classroom application of the virtual laboratory in integrating macroscopic, submicroscopic and symbolic aspects of chemistry. Pupils of the seventh grade, aged between 12 and 13 years (N = 225), participated in the didactic experiment that was conducted in ten primary schools in Slovenia. The fundamental research question was whether pupils studying the same natural science content using the virtual laboratory performed better than those who did not. The results of the experiment revealed that in terms of knowledge acquisition the use of a virtual laboratory improved pupil performance in relation to those who did not use elements of dynamic visualisation in the classroom. In accordance with Bloom{\textquoteright}s cognitive scale, it was demonstrated that in relation to basic, higher and advanced levels of knowledge and comprehension, the use of the virtual laboratory positively influences pupils{\textquoteright} understanding of selected concepts in chemistry. },
	keywords = {chemical concepts, dynamic visualization, submicroscopic level, virtual laboratory},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.351},
	url = {http://oaji.net/articles/2016/987-1479497157.pdf},
	author = {Nata{\v s}a Rizman Herga and Sa{\v s}a A. Gla{\v z}ar and Dejan Dinevski}
}
