<?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%">Nilgün  Seçken</style></author><author><style face="normal" font="default" size="100%">Nuray Zan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING A SCALE OF ANXIETY TOWARDS USING GRAPHS IN CHEMISTRY CLASSES</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%">affective</style></keyword><keyword><style  face="normal" font="default" size="100%">Anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">graphic</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425757620.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Graphs are indispensable elements of education in terms of expressing qualitative and quantitative data and laws of science. Individuals need to have the skill to use graphs. The ability to use graphs is listed under three groups as interpretation skill, modeling skill, transformation skill. The lack of performing these skills, failing to overcome these challenges may cause students to develop anxieties towards using graphs. Students’ existing anxieties towards using graphs may prevent the emerging of these skills, reinforce the emerging of the challenges. Therefore, this study focused on developing a scale for anxiety towards using graphs in chemistry using a draft scale along with its validity and reliability studies. The reliability and validity analysis of the scale concluded with a one dimensional assessment tool of 15 items with a reliability level of 0,903.</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%">34-46 </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%">Nazan   Kunduz</style></author><author><style face="normal" font="default" size="100%">Nilgün  Seçken</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT AND APPLICATION OF 7E LEARNING MODEL BASED COMPUTER-ASSISTED TEACHING MATERIALS ON PRECIPITATION TITRATIONS</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%">7E learning model</style></keyword><keyword><style  face="normal" font="default" size="100%">animation</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">educational computer games</style></keyword><keyword><style  face="normal" font="default" size="100%">precipitation titrations</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual lab</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811451.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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 purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit “precipitation titrations” delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement.</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%">784-792</style></section></record></records></xml>