<?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%">Jianqiang Ye</style></author><author><style face="normal" font="default" size="100%">Junhua Gao</style></author><author><style face="normal" font="default" size="100%">Tingting Lin</style></author><author><style face="normal" font="default" size="100%">Kun He</style></author><author><style face="normal" font="default" size="100%">Dimei Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COGNITIVE LOAD CHANGE IN CHEMICAL CONCEPT LEARNING: INSIGHTS FROM EVENT-RELATED POTENTIALS </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 learning</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive load</style></keyword><keyword><style  face="normal" font="default" size="100%">event-related potentials</style></keyword><keyword><style  face="normal" font="default" size="100%">oxidation-reduction reactions</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921333.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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 explored the impact of oxidation-reduction reaction problem difficulty on university students' cognitive load using event-related potentials (ERPs). Forty-eight balanced low and high difficulty problems were designed. Fifteen undergraduate students majoring in chemistry (8 females and 7 males) participated in the study. Results demonstrated significantly increased reaction time, significantly decreased accuracy, and highly significantly elevated subjective effort as task difficulty intensified. ERP analysis revealed significant differences in N200, P300, and N400 amplitudes between easy and difficult problems, indicating increased demands on control, working memory, and in-depth processing under high load. The study provided physiological evidence supporting cognitive load theory and offered implications for optimizing oxidation-reduction reaction teaching. The findings bridged the gap between cognition and education, suggesting potential avenues for improving chemistry education through cognitive load management.</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%">92-104</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%">Mengmeng Li</style></author><author><style face="normal" font="default" size="100%">Le Cai</style></author><author><style face="normal" font="default" size="100%">Dimei Chen</style></author><author><style face="normal" font="default" size="100%">Jianqiang Ye</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MEASURING CHINESE RURAL SCIENCE TEACHERS’ SELF-PERCEPTION TOWARDS TEACHING COMPETENCIES: INSTRUMENT DEVELOPMENT </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%">factor analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">rural teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching competency</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1671187941.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</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%">The teaching competency of rural teachers is fundamental to providing rural pupils with a high-quality education. Nonetheless, China has not yet established standardized competence criteria for rural science teachers, making it difficult to ascertain the actual competence of the rural teaching force on the front lines. Consequently, this study aimed at accessing Chinese rural science teachers’ teaching competency and exploring rural-urban differences by developing a measurement instrument. Factor analyses confirmed the reliability and validity of this instrument, which consisted of 21 items and four dimensions. In addition, the questionnaire was employed to examine 393 science teachers in China, discovering the significant rural-urban differences in terms of teaching implementation and learning evaluation together with teacher distribution. This study was hoped to promote the building of the teaching competency system and provide references for rural science teachers’ professional development.</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%">1026-1039</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%">Jianqiang Ye</style></author><author><style face="normal" font="default" size="100%">Shuaishuai Mi</style></author><author><style face="normal" font="default" size="100%">Hualin Bi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTING CORE TEACHING COMPETENCY INDICATORS FOR SECONDARY SCHOOL SCIENCE TEACHERS IN CHINA</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%">Analytic Hierarchy Process</style></keyword><keyword><style  face="normal" font="default" size="100%">fuzzy Delphi</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching competence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1622790950.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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%">Science teachers play a key role in successfully implementing science education reforms and providing all students with meaningful science learning opportunities. Therefore, what core teaching competencies do science teachers need to have in their practice? This study uses fuzzy Delphi technique and Analytic Hierarchy Process to approach the above problems. Experts from Chinese universities, secondary schools and educational research institutions were invited to participate in two rounds of Delphi process. The research results show that the four domains of core teaching competencies of science teachers and their 21 competencies have high content validity. Additionally, it can be concluded that the weights of core competencies of making learning objectives, raising pedagogical questions, stimulating learning motivation and analyzing course content ranked high, while the weights of core competencies of using information technology and multimedia, evaluating practical work, and presenting research results have received less attention. It is believed that the results of this study can enlighten the education reform of science teachers and promote the professional development of pre-service/in-service science teachers.</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%">389-406</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%">Jianqiang Ye</style></author><author><style face="normal" font="default" size="100%">Dimei Chen</style></author><author><style face="normal" font="default" size="100%">Lingxin Kong</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017</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%">bibliometric analyses</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher research</style></keyword><keyword><style  face="normal" font="default" size="100%">Web of Science</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1571128120.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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%">In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to  pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">732-747</style></section></record></records></xml>