@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 {94,
	title = {AN EVALUATION OF BOTSWANA SENIOR SECONDARY SCHOOL CHEMISTRY SYLLABUS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {5-14},
	abstract = {The study aimed at evaluating the worth of the recently introduced chemistry syllabus in Botswana. Using a multi-faceted approach, data were collected from Botswana senior secondary school chemistry students, their teachers and pre-service chemistry teachers in the country.  It was found that there exists a good link between the new syllabus and Junior Certificate (JC) science syllabus. In addition, it was found that the students viewed the modules on stoichiometry and carbon chemistry among others problematic. The students{\textquoteright} views were corroborated, to a large extent, by their teachers{\textquoteright}. Deriving from the findings of the study, it was recommended, among other things, that an extra lesson slot per week be allocated to chemistry and that the teaching load of chemistry teachers be reduced.},
	keywords = {chemistry syllabus, chemistry teachers, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284752.pdf},
	author = {Isaac Seetso and Adediran Taiwo}
}
@article {95,
	title = {IMPROVING METHODOLOGY OF DEMONSTRATION EXPERIMENTS FOR DEVELOPMENT OF PUPILS{\textquoteright} KNOWLEDGE, COMPREHENSION AND SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {15-25},
	abstract = {The article offers a model including ideas from psychological-pedagogical theories, which explain how pupils acquire knowledge and which allow a teacher to see the possibilities of applying demonstration experiments within the framework of these theories. There is described the procedure of the carried out pedagogical experiment, put forward the criteria for acquisition of physics and development of learning skills as well as evaluated the effectiveness of the created demonstration experiments model. The model mentioned above envisages more effective acquisition of physical knowledge and skills, deeper understanding of mechanics content and development of learning skills, which is expressed in the quality of knowledge.},
	keywords = {chemistry syllabus, chemistry teachers, natural science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284833.pdf},
	author = {Janis Dzerviniks}
}
