<?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%">Yi Zou</style></author><author><style face="normal" font="default" size="100%">Lizhen Jin</style></author><author><style face="normal" font="default" size="100%">Xiao Huang</style></author><author><style face="normal" font="default" size="100%">Yanbing Li</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSMENT OF CONCEPTUAL UNDERSTANDING IN STUDENT LEARNING OF MOON PHASES</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%">assessment of conceptual understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">level division</style></keyword><keyword><style  face="normal" font="default" size="100%">Moon phases</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative analysis</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%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693508291.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%">Many research studies have shown that lower-secondary school students’ scientific literacy depends on their understanding of corresponding scientific concepts. Therefore, it is of great significance to model and assess students’ conceptual understanding in learning specific scientific concepts, because it can reflect and diagnose students’ cognitive characteristics, so as to provide evidence for targeted educational interventions. However, on the topic of Moon Phases, existing research studies have deficiencies in the evaluation and analysis of different levels of students’ conceptual understanding, which restrict teachers to take effective educational interventions to help them. Thus, this study explored a new level division and an assessment test for revealing and explaining students’ different conceptual understanding in learning Moon Phases. This study was conducted among 768 Chinese lower-secondary school students. Through a variety of quantitative and qualitative analyses, it was found that students’ conceptual understanding of Moon Phases can be divided into three levels of continuous improvement, including the mechanical memory of different phenomena of moon phases, the formation of a preliminary mental model of Moon Phases, and the construction of a complete mental model of Moon Phases. Accordingly, this study made some precise suggestions for effectively improving students’ conceptual understanding of Moon Phases.</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%">719-736</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%">Yi Zou</style></author><author><style face="normal" font="default" size="100%">Xinyu Xue</style></author><author><style face="normal" font="default" size="100%">Lizhen Jin</style></author><author><style face="normal" font="default" size="100%">Xiao Huang</style></author><author><style face="normal" font="default" size="100%">Yanbing Li</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING LOWER SECONDARY SCHOOL STUDENTS’ KNOWLEDGE INTEGRATION OF BUOYANCY THROUGH ENHANCING THEIR UNDERSTANDING OF THE NATURE OF BUOYANCY</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%">conceptual framework</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge integration of buoyancy</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific concept understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">the nature of buoyancy</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%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1702729488.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%">In recent years, developing students’ knowledge integration of specific topics through effective teaching methods has been a concern in science education. This study explored an alternative teaching method, which aims to help lower secondary school students develop their knowledge structure about buoyancy towards a logically integrated conceptual framework through enhancing their understanding of the nature of buoyancy. Specifically, this study constructed a conceptual framework on buoyancy and a set of matching test questions to map out the three levels of knowledge integration of students, and designed and implemented a teaching experiment of promoting students’ understanding of the nature of buoyancy. Through quantitative and qualitative analysis, it was found that the knowledge integration development of the treatment group was significantly better than that of the control group. The results indicated that enhancing students’ understanding of the nature of buoyancy can effectively improve their knowledge integration of buoyancy. Accordingly, improving knowledge integration through enhancing students’ understanding of the nature of the specific scientific concept may be a new direction for future research.</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%">1120-1136</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%">Yi Zou</style></author><author><style face="normal" font="default" size="100%">Lizhen Jin</style></author><author><style face="normal" font="default" size="100%">Yanbing Li</style></author><author><style face="normal" font="default" size="100%">Tao Hu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSMENT OF KNOWLEDGE INTEGRATION IN STUDENT LEARNING OF BUOYANT FORCE</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%">assessment of knowledge integration</style></keyword><keyword><style  face="normal" font="default" size="100%">buoyant force</style></keyword><keyword><style  face="normal" font="default" size="100%">central idea</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual framework</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific concept understanding</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%">August/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1662187488.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%">Students’ problem-solving ability depends on their understanding of related scientific concepts. Therefore, the modeling and assessment of students’  understanding of specific scientific concepts is important to promote students’ problem-solving ability, as it can find students’ understanding difficulties and explore breakthrough strategies accordingly. Inspired by the theory of knowledge integration and combined with the situational characteristics of science education in China, this study established a conceptual framework about buoyant force, which was applied to model students’ different understandings of it. And based on the established framework, an assessment of buoyant force was designed and tested among 622 Chinese lower-secondary school students. Through the analysis of the test data and the interview outcomes, it was found that students’ understanding of buoyant force could be divided into three levels of knowledge integration including novice, intermediate, and expert. Furthermore, the results demonstrate that an emphasis on the nature of buoyant force can be an effective strategy to help students achieve a deeper conceptual understanding of buoyant force, leading to a more integrated knowledge structure.</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%">720-738</style></section></record></records></xml>