<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Vivien Mweene Chabalengula</style></author><author><style face="normal" font="default" size="100%">Asiana Banda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARING MALE AND FEMALE PRE-SERVICE TEACHERS‘ UNDERSTANDING OF THE PARTICULATE NATURE OF MATTER</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">physical transformation of matter</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching and learning</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1450982465.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study compared male and female pre-service science teachers’ understanding of the effect of phase changes and physical transformation of matter on the size of particles, spaces between particles, speed of particles, and number of particles. Data were collected using a questionnaire that has 36 items. Both gender groups had sound understanding of the effect of phase change on speed, spaces, and number of particles in a substance, and the effect of compression on speed, number, size and spaces between particles in solids and liquids. However, most female pre-service teachers had low understanding of the effect of phase change on the size of the particles in solids, liquids and gases as most of them incorrectly believed that heating increases the size of the particles and cooling decreases the size of particles. The results have implications for science teaching and learning and teacher education.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">821–827 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sebastian Szyjka</style></author><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PSYCHOMETRIC RECONSTRUCTION OF THE INQUIRY SCIENCE TEACHING STRATEGIES (ISTS) INSTRUMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitudes towards inquiry-based science</style></keyword><keyword><style  face="normal" font="default" size="100%">evaluation of psychometric properties</style></keyword><keyword><style  face="normal" font="default" size="100%">instrument development</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419166892.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study re-evaluated the psychometric properties of the 40-item Inquiry Science Teaching Strategies instrument [ISTS] (Lazarowitz &amp; Lee, 1976). The ISTS was administered to 201 elementary pre-service teachers at a university in the Midwest of United States during the 2009-2010 school terms. Initial CFA results failed to confirm the 3-factor structure of the original ISTS. A statistically significant goodness-of-fit statistic (χ² [737, N = 201] = 1394.61, p = 0.00) supported by two fit indices (GFI = 0.69, CFI = 0.45) indicated non-tenability of the measurement model. Subsequent PCA retained half of the components under an obliquely rotated 3-factor solution. Following the removal of 22 items, final CFA indicated non-tenability under slightly improved fitting (χ² [132, N = 201] = 236.93, p = 0.00, GFI = 0.88, CFI = 0.83). It is recommended that existing items be revised and new ones appended using Exploratory Factor Analysis with a different sample.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">55-66 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Sebastian P. Szyjka</style></author><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Kevin C. Wise</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONFIRMATORY FACTOR ANALYSIS OF THE QUESTIONNAIRE OF ATTITUDE TOWARD STATISTICAL GRAPHS FOR USE IN SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">confirmatory factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">line graphing</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher attitudes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547797.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study describes the modification of an instrument originally developed for measuring attitudes towards statistical graphs to instead measure elementary pre-service teachers’ attitudes towards line graphs in science. As a result of context-modification and in utilizing Confirmatory Factor Analysis (CFA), the finalized instrument comprises 32-items that incorporate constructs of enjoyment, confidence, usefulness and learning preferences. The revised instrument was found to exhibit adequate ranges of internal consistency and reliability. Based on a variety of completed analyses, the revised instrument appears to have maintained original psychometric fidelity and is recommended for use as an assessment of pre-service teachers’ attitudes towards line graphs in science.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">261-276</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">William F. Mejia</style></author><author><style face="normal" font="default" size="100%">Vivien Mweene Chabalengula</style></author><author><style face="normal" font="default" size="100%">Simeon  Mbewe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESIDENT SCIENTISTS’ INSTRUCTIONAL PRACTICE AND THEIR PERCEIVED BENEFITS AND DIFFICULTIES OF INQUIRY IN SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inquiry oriented learning</style></keyword><keyword><style  face="normal" font="default" size="100%">resident scientist</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405171938.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study determined the na¬ture of the laboratory activities undertaken by Resident Scientists in high schools through a science education outreach project. This study also attempted to determine Resident Scientists’ perceived benefits and difficulties of students doing inquiry science activities in schools. A sample comprised eight Resident Scientists at a medium-sized University in Midwest of the USA. Resident Scientists were serving in a University-School partnership project funded by the National Science Founda¬tion (NSF) GK-12 program. Data was collected through a questionnaire. Results show that the reported laboratory activi¬ties were at guided and verification inquiry levels and nothing at structured and open inquiry levels. Resident Scientists recognized the important role of inquiry, benefits and difficulties for implementing inquiry in schools. Their perceived difficul¬ties for inquiry in schools represent barriers for open inquiry in science classrooms. These findings have some implications for science learning, teaching and teacher education.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">187-195</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Jeffrey Carver Vivien M. Chabalengula</style></author><author><style face="normal" font="default" size="100%">William J. F. Hunter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHEMISTRY TEACHING FELLOWS’ UNDERSTANDING OF THE NATURE OF SCIENTIFIC THEORIES AND LAWS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching of dyslexic pupils</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404720457.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to assess five chemistry teaching fellows’ understanding of the characteristics and functions of scientific theories and laws, as well as the relationships between them before and after an intervention. The chemistry teaching fellows were participating in a University-School partnership project funded by the National Science Foundation in USA. Data were collected through pre-and post-test questionnaires and semi-structured interviews. Data were analyzed by coding the responses to identify recurring themes. Results show that before instruction most fellows held un-informed views on the characteristics of scientific theories and laws, their functions and relationships. However, after the intervention most participants developed better understanding of these concepts. Four types of relationships between scientific laws and theories emerged from participants’ responses: discrete, intertwined, concentric, and cyclical. The findings have significant implications for teacher education, science teaching and learning, and training of graduate teaching assistants at the university level. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">15-21</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Erin  Wilson</style></author><author><style face="normal" font="default" size="100%">Vivien M.  Chabalengula</style></author><author><style face="normal" font="default" size="100%">William  Mejia</style></author><author><style face="normal" font="default" size="100%">Simeon  Mbewe</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ELEMENTARY EDUCATION PRE-SERVICE TEACHERS’ ATTITUDE TOWARDS GRAPHS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">affect and value</style></keyword><keyword><style  face="normal" font="default" size="100%">Attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive competence</style></keyword><keyword><style  face="normal" font="default" size="100%">graph</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404740242.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study examined pre-service elementary education teachers’ attitude towards graphs. Attitude was defined in terms of six aspects: Effort, Value, Cognitive competency, Affect, Difficulty and Interest. Data was collected through a questionnaire. Pre-service teachers felt they had cognitive competence for graphing, valued graphs and expressed affection for graphs regardless of their perceived difficulties and low interest in graphs. Value was the only aspect that correlated with all other five aspects, in particular with Affect. Surprisingly, the number of mathematics courses taken by pre-service teachers did not make any difference in their attitude towards graphs. However, the number of science courses they took in high school made a difference in their attitude towards graphs. These findings have implications for teacher education and mathematics and science teaching and learning.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">172-181 </style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Vivien Mweene Chabalengula</style></author><author><style face="normal" font="default" size="100%">William Hunter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INQUIRY LEVELS AND SKILLS IN ZAMBIAN HIGH SCHOOL CHEMISTRY SYLLABUS, TEXTBOOKS AND PRACTICAL EXAMINATIONS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">examinations</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">syllabus</style></keyword><keyword><style  face="normal" font="default" size="100%">textbooks</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404288148.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study analyzed the Zambian high school chemistry syllabus, textbooks, and practical examinations for inquiry levels and skills. The chemistry syllabus was explicit on inquiry skills and levels. Experiments in the chemistry textbooks and practical examinations were mostly at confirmation and structured inquiry levels respectively. Very few experiments were at guided inquiry level and none at open inquiry level in the textbooks and practical examinations. However, the course materials emphasized the same inquiry skills. There were no guidelines on inquiry-based teaching in the course materials. As such, this is a potential obstacle to the implementation of inquiry science teaching. Implications for science teaching, learning, and curriculum design have been discussed.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">50-57</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Frackson Mumba</style></author><author><style face="normal" font="default" size="100%">Vivien Mweene Chabalengula</style></author><author><style face="normal" font="default" size="100%">William Hunter</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A QUANTITATIVE ANALYSIS OF ZAMBIAN HIGH SCHOOL PHYSICS TEXTBOOKS, SYLLABUS AND EXAMINATIONS FOR SCIENTIFIC LITERACY THEMES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">examinations</style></keyword><keyword><style  face="normal" font="default" size="100%">physics course</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">syllabus</style></keyword><keyword><style  face="normal" font="default" size="100%">textbooks</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2006</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2006</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404235010.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study investigated the balance and emphasis of scientific literacy themes in Zambian high school physics course in an attempt to find out its potential of contributing to preparation of scientifically literate citizens. Results show that the national syllabus and examinations emphasized the investigative nature of science while textbooks placed most emphasis on basic knowledge of science. Although the interaction of science, technology and society theme was accentuated in the syllabus, it was less emphasized in textbooks and absent in some examination papers. However, the physics course has potential of contributing to the preparation of scientifically literate citizens. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">70-76</style></section></record></records></xml>