<?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%">Hongjun Xing</style></author><author><style face="normal" font="default" size="100%">Yanfang Zhai</style></author><author><style face="normal" font="default" size="100%">Sisi Han</style></author><author><style face="normal" font="default" size="100%">Yuping Zhao</style></author><author><style face="normal" font="default" size="100%">Wenhui Gong</style></author><author><style face="normal" font="default" size="100%">Yuting Wang</style></author><author><style face="normal" font="default" size="100%">Jing Han</style></author><author><style face="normal" font="default" size="100%">Qiaoyi Liu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE MEASURING INSTRUMENT OF PRIMITIVE PHYSICS PROBLEM FOR UPPER-SECONDARY SCHOOL STUDENTS: COMPILATION AND EXPLORATION</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%">primitive physics problem; problem solving; problem representation theory; assessment instrument</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/2022/987-1652122936.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%">Problem solving is considered one of the most critical competencies for life. However, many students may perform well in school yet cannot transfer the skills they learned in school to solve real-world problems, especially in science education. This study discusses the characteristics of the problem from the physics education perspective, based on Problem Representation Theory, and proposes a new type of problem: The Primitive Physics Problem. Moreover, the significance and contribution in promoting students' physics problem-solving ability, both theoretical and empirical, are described. Then the study develops a set of instruments that was tested on 811 students in 12th grade from 10 upper-secondary schools in China. The results showed that the new instrument had good reliability and validity. The promising application in the instruction of the Primitive Physics Problem and in measuring upper-secondary school students' problem-solving ability of the instrument is 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%">305-324</style></section></record></records></xml>