@article {1359,
	title = {STUDENTS{\textquoteright} CONCEPTUAL STRUCTURES REGARDING REDOX REACTION: COMBINING MULTIDIMENSIONAL SCALING AND HIERARCHICAL CLUSTER ANALYSIS APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {164-174},
	abstract = {Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students{\textquoteright} conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students{\textquoteright} conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry. },
	keywords = {conceptual structure, hierarchical cluster analysis (HCA), multidimensional scaling (MDS), redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.164  },
	url = {https://oaji.net/articles/2023/987-1709892821.pdf},
	author = {Wenxiu Tang and Yangyi Qian and Hong Wang and Jinju Wen and Jiayi Huang and Xintong Zhu and Yangqian Wang}
}
@article {1207,
	title = {APPLYING FACTOR ANALYSIS FOR ASSESSING KNOWLEDGE STRUCTURE OF STUDENTS IN GRADE 10: THE SUBJECT OF REDOX REACTION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {680-693},
	abstract = {Redox reaction is an important concept in chemistry, and a well-organized knowledge structure of redox reaction is beneficial for concept learning. This study investigated the knowledge structure regarding redox reaction from 459 Grade 10 students. The pool of 15 redox reaction concepts was developed by content analysis, questionnaire survey, and interview. Six initial competing models with 15 concepts were identified via exploratory factor analysis (EFA) and paper-pencil test. Confirmatory factor analysis (CFA) was conducted to test and modify the six competing models according to the rating data of the students. As a result, six modified models fit the data well. However, the high inter-factor correlations indicate that the two- and three-factor models are the students{\textquoteright} knowledge structures of redox reaction. The two-factor model is comprised of two distinct but correlated factors: the process of redox reaction and metrology. The three-factor model is comprised of three factors: the process of redox reaction, reaction ability, and metrology. The finding inflects the abstract relationships between the concepts related to redox reaction in students{\textquoteright} minds. },
	keywords = {chemistry education, factor analysis, knowledge structure, redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.680},
	url = {https://oaji.net/articles/2022/987-1662187210.pdf},
	author = {Wenxiu Tang and Xintong Zhu and Yangyi Qian}
}
