@article {1311, title = {ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN STUDENT LEARNING OF MOON PHASES}, journal = {Journal of Baltic Science Education}, volume = {22}, year = {2023}, month = {August/2023}, pages = {Continuous}, type = {Original article}, chapter = {719-736}, abstract = {Many research studies have shown that lower-secondary school students{\textquoteright} scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students{\textquoteright} conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students{\textquoteright} cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students{\textquoteright} conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students{\textquoteright} different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students{\textquoteright} conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students{\textquoteright} conceptual understanding of Moon Phases.}, keywords = {assessment of conceptual understanding, level division, Moon phases, qualitative analysis, quantitative analysis}, issn = {1648-3898}, doi = {https://doi.org/10.33225/jbse/23.22.719}, url = {https://oaji.net/articles/2023/987-1693508291.pdf}, author = {Yi Zou and Lizhen Jin and Xiao Huang and Yanbing Li} } @article {202, title = {COMPREHENSION OF TEMPERATURE WHEN SOLVING A THERMODYNAMIC TASK}, journal = {Journal of Baltic Science Education}, volume = {9}, year = {2010}, month = {September/2010}, type = {Original article}, chapter = {224-236 }, abstract = {The present study focus the presence and role of deep qualitative conceptual knowledge of temperature among a group of ten individuals (n=10), academic well-educated and experienced in science, when solving a task about changes in temperature of a given thermo{\textlnot}dynamic system. The aim is to find out the variation of comprehension of tempera{\textlnot}ture in the task solving process. Data is gathered by interviews based on the thinking aloud method. The inter{\textlnot}views were video-recorded and verbatim transcribed. Transcriptions were analysed by using a two dimensional semiotic/semantic analysing schema (acronym 2-D SAS). The results revealed a broad variation in the comprehension of the term temperature in the given context. The three informants who produced correct answers structured the task by identifying the scientifically appropriate referent and sense of the term temperature according to the given context.}, keywords = {qualitative analysis, semantics}, issn = {1648-3898}, url = {http://oaji.net/articles/2014/987-1405172088.pdf}, author = {Fredrik Jeppsson and Helge Str{\"o}mdahl} }