<?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%">Peiyao Tian</style></author><author><style face="normal" font="default" size="100%">Yanhua Fan</style></author><author><style face="normal" font="default" size="100%">Daner Sun</style></author><author><style face="normal" font="default" size="100%">Yan Bai</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ALIGNMENT BETWEEN CURRICULUM STANDARDS AND ASSESSMENT IN UNDERSTANDING CHEMICAL REACTION PRINCIPLES AT UPPER-SECONDARY 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%">alignment</style></keyword><keyword><style  face="normal" font="default" size="100%">chemical reaction principles</style></keyword><keyword><style  face="normal" font="default" size="100%">content analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">curriculum standards</style></keyword><keyword><style  face="normal" font="default" size="100%">upper-secondary schools</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377922.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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 utilized the SEC (Survey of Enacted Curriculum) method to examine the alignment between Chinese high school chemistry curriculum standards (HSCCS) and the assessment of ‘Chemical Reaction Principles’ in the National College Entrance Examinations (NCEEs). The HSCCS and NCEEs were coded into two-dimensional matrices separately using SPSS, MATLAB, and EXCEL. The alignment coefficients were analyzed both macroscopically and specifically based on two dimensions: themes and cognitive levels. The findings indicated a generally low alignment between NCEEs and HSCCS in the ‘Chemical Reaction Principles’ domain, and no statistically significant alignment was observed. Comparing Porter alignment coefficients revealed a gradual increase in the overall alignment level between 2018–2022 NCEEs and HSCCS due to curricular reforms. Further specific analyses and comparisons highlighted significant discrepancies between NCEEs and HSCCS concerning themes and cognitive levels. Regarding themes, ‘Ionic Reactions and Equilibrium in Aqueous Solutions’ showed substantial alignment between NCEEs and HSCCS. However, for ‘Application of Ionic Reactions and Equilibrium’ and ‘Systems and Energy,’ NCEEs diverged significantly from or exceeded HSCCS requirements. Concerning cognitive levels, NCEEs demanded higher levels of student cognition compared to HSCCS.</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%">550-569</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%">Ying Zhang</style></author><author><style face="normal" font="default" size="100%">Yuqin Yang</style></author><author><style face="normal" font="default" size="100%">Yongkang Chu</style></author><author><style face="normal" font="default" size="100%">Daner Sun</style></author><author><style face="normal" font="default" size="100%">Jiazhen Xu</style></author><author><style face="normal" font="default" size="100%">Yuhui Zheng</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VIRTUAL LABORATORIES IN SCIENCE EDUCATION: UNVEILING TRAJECTORIES, THEMES, AND EMERGING PARADIGMS (2013-2023)</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%">bibliometrics analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">research trends</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual laboratory</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1729496168.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">Virtual laboratories are transformative tools in science education, yet comprehensive reviews of their prospects are limited. This study addresses this gap through a bibliometric analysis of 218 articles published between 2013 and 2023. Key findings included: (1) research has evolved from initial exploration to rapid expansion; (2) virtual labs have demonstrated adaptability across various scientific disciplines, including chemistry, physics, biology, engineering, and medicine; (3) five research trajectories focus on virtual labs, science education, and computer-based learning; and (4) eight research topics, such as comparisons with physical labs and student performance, have gained prominence. These findings had implications for educational practices, research methodologies, and policy considerations. For educational practices, virtual laboratories offer benefits by removing the need for physical resources, providing flexible delivery, enabling safe exploration, fostering engagement through hands-on experimentation, and enhancing understanding with immersive experiences. For research, virtual labs improve learning and analytical skills, generate detailed data on student behaviors and learning patterns, and lead to innovations in teaching methods and curriculum design. For policymakers, strategic planning is needed to create supportive policies for the effective adoption of virtual labs, including teacher training, infrastructure development, and curriculum integration, making science education more accessible and equitable for all students.</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%">990-1009</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%">Jianjun Sheng</style></author><author><style face="normal" font="default" size="100%">Peiyao Tian</style></author><author><style face="normal" font="default" size="100%">Daner Sun</style></author><author><style face="normal" font="default" size="100%">Yanhua Fan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INFLUENCE OF STEM VALUE PERCEPTION ON STEM CAREER PREFERENCES AMONG AGRICULTURAL AND FORESTRY UNDERGRADUATES</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%">Agroforestry undergraduates</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM career preference</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM learning interest</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM value perceiving</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1697654037.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">Currently, nations grapple with a noticeable shortage of STEM talent, particularly within fields like agroforestry. The study applied the structural equation modelling and the mediation effect model to analyze the mechanisms through which STEM value perception influences STEM career preferences, as well as the roles played by STEM self-efficacy and STEM learning interest among 1,604 undergraduates majoring in agroforestry. The results revealed that students’ STEM value perception was found to directly and positively correlate with their STEM career preferences. STEM value perception also has an indirect impact on STEM career preferences by influencing STEM learning interest and STEM self-efficacy. Furthermore, STEM value perception plays a sequential mediation role in promoting STEM learning interest, STEM self-efficacy and STEM career preferences. Based on these findings, it is recommended that institutions bolster STEM career education for students majoring in agroforestry from the outset of their enrollment, enhancing students' professional awareness and identity, by addressing gaps in students' value perceptions of STEM education. Furthermore, efforts to improve students' interest in relevant courses and their confidence in learning these subjects can be beneficial. Ultimately, such initiatives can contribute to a more balanced development of students' STEM career preference.</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%">914-928</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%">Peiyao Tian</style></author><author><style face="normal" font="default" size="100%">Daner Sun</style></author><author><style face="normal" font="default" size="100%">Ruirui Han</style></author><author><style face="normal" font="default" size="100%">Yanhua Fan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INTEGRATING MICRO PROJECT-BASED LEARNING TO IMPROVE CONCEPTUAL UNDERSTANDING AND CRUCIAL LEARNING SKILLS IN CHEMISTRY </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%">pedagogical approach</style></keyword><keyword><style  face="normal" font="default" size="100%">sodium bicarbonate</style></keyword><keyword><style  face="normal" font="default" size="100%">upper-secondary schools</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1676961214.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">Active participation in project-based learning (PBL) could develop students` knowledge and crucial learning skills across various disciplines. However, the implementation of PBL in the K-12 classroom is usually impeded by the step-by-step PBL cycle. Micro project-based learning (MPBL), which advocates and adheres to the learning principles and mechanisms of PBL with constraining the learning cycle in shorter periods, has been considered as a lightweight alternative to PBL process. As an exploration, this study explored the impact of MPBL on the conceptual understanding of sodium bicarbonate and the crucial learning skills in chemistry class at upper-secondary schools. The quasi-experimental research was implemented for 125 students, with an experimental group receiving MPBL teaching and a control group receiving conventional teaching. In the study, data including knowledge tests, crucial learning skills survey, and student interview were collected and analysed. The results indicated that MPBL was effective in the development of students’ conceptual understanding and crucial learning skills (i.e., communication and collaboration, information integration, independent learning, and problem-solving). The study will inform the pedagogical innovation in chemistry education and teaching practices in chemistry class.</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%">130-152</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%">Song Xue</style></author><author><style face="normal" font="default" size="100%">Daner Sun</style></author><author><style face="normal" font="default" size="100%">Liying Zhu</style></author><author><style face="normal" font="default" size="100%">Hui-Wen Huang</style></author><author><style face="normal" font="default" size="100%">Keith Topping</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARING THE EFFECTS OF MODELLING AND ANALOGY ON HIGH SCHOOL STUDENTS’ CONTENT UNDERSTANDING AND TRANSFERABILITY: THE CASE OF ATOMIC STRUCTURE</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%">analogy-based teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">atomic concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">modelling-based teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1652123108.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%">Analogies and modelling have been developed and applied in learning and teaching science to facilitate students’ understanding of abstract concepts, such as atomic structure. Considering few studies focus on comparing the effects of two teaching strategies—analogy-based teaching (ABT) and modelling-based teaching (MBT)—this study aims to compare the effects of ABT and MBT on high school students’ content understanding and transferability of atomic concepts in science. Implementing a quasi-experimental design with pre-post-delayed tests, the study compared learning outcomes achieved by the MBT group (N = 68) and the ABT group (N = 69). The results showed both MBT and ABT could improve students’ content understanding and promote transferability. However, the MBT group significantly outperformed the ABT group in terms of generating initial models and overall transferability. Although there was no difference in content understanding, or near or far transferability, at post-test between the two groups, the MBT group maintained more extended memory of atomic structure on the delayed post-test. Moreover, qualitative analysis of students’ drawings of atomic models revealed that both groups were able to develop and transfer their models, but inadequate scientific knowledge affected the quality of the transfer product. These findings have implications for designing and implementing instructional approaches that leverage analogy and modelling in the science class.</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%">325-341</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%">Ma Luo</style></author><author><style face="normal" font="default" size="100%">Zuhao Wang</style></author><author><style face="normal" font="default" size="100%">Daner Sun</style></author><author><style face="normal" font="default" size="100%">Zhi Hong Wan</style></author><author><style face="normal" font="default" size="100%">Liying Zhu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATING SCIENTIFIC REASONING ABILITY: THE DESIGN AND VALIDATION OF AN ASSESSMENT WITH A FOCUS ON REASONING AND THE USE OF EVIDENCE</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%">Complexity of Scientific Reasoning</style></keyword><keyword><style  face="normal" font="default" size="100%">Evidence in Reasoning</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch Modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">Scientific Reasoning Ability (SRA)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1586941634.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</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%">Scientific reasoning ability (SRA) is widely recognized as an essential goal for science education. There is much discussion on the design and development of assessment frameworks as viable tools to foster SRA. However, established assessments mostly focus on the level of students reasoning attainment. Student ability to use evidence to support reasoning is not adequately addressed and evaluated. In this study, the 6-level SRA assessment framework was conceptualized and validated iteratively via synthesizing literature and a Delphi study. Guided by the framework, an SRA assessment tool adopting and adapting PISA test items and self-created items was developed and administered to 593 secondary students (including 318 8th Graders and 275 9th Graders) in mainland China. Pearson correlation analysis of SRA assessment score and their scores in scientific reasoning provided criterion-related validation for the former (Pearson correlation = .527). Rasch analysis conducted further confirmed the validity and reliability of the SRA test and the assessment framework. Combing quantitative and qualitative methods, the study provides a valid and reliable analytical framework of SRA. It can inform the design of SRA assessments in various science education contexts for diversified audiences.</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%">261-275</style></section></record></records></xml>