<?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%">Wen-Wei Chiang</style></author><author><style face="normal" font="default" size="100%">Feng-Hsien Tu</style></author><author><style face="normal" font="default" size="100%">Chia-Ju Liu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF COGNITIVE SCRIPTS IN THE ORGANIZATION OF CAMPUS TOURS</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%">cognitive script</style></keyword><keyword><style  face="normal" font="default" size="100%">field trip</style></keyword><keyword><style  face="normal" font="default" size="100%">informal education</style></keyword><keyword><style  face="normal" font="default" size="100%">tour guide</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437062143.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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 aim of off-campus educational activity guides are to expand the knowledge of participants; however, visitors often rate tours according to the quality of their experience, rather than by what they have learned. Thus, ensuring that visitors are engaged requires that tour guides be able to identify the needs and expectations of visitors. This study sought to contextualize campus tours using four dramaturgical elements: “Actors” (tour guides), &quot;audience” (visitors); “setting” (campus); “performance” (the tour). Dramaturgy and cognitive scripts were combined to form the research basis of this study. Free association models were employed to rank the sites subjects most wish to visit and service blueprints were used to illustrate how campus tour services should be organized and delivered. This study provides a comprehensive analysis of the processes used to decipher complex service encounters as well as concrete examples of their application.</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%">32-45</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%">Wen-Wei Chiang</style></author><author><style face="normal" font="default" size="100%">Mei-Hung Chiu</style></author><author><style face="normal" font="default" size="100%">Shiao-Lan Chung</style></author><author><style face="normal" font="default" size="100%">Chun-Keng Liu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SURVEY OF HIGH SCHOOL STUDENTS’ UNDERSTANDING OF OXIDATION-REDUCTION REACTION</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%">concept map</style></keyword><keyword><style  face="normal" font="default" size="100%">diagnostic tool</style></keyword><keyword><style  face="normal" font="default" size="100%">oxidation–reduction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1450980905.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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 investigated the conceptions of 340 Taiwanese high school students (grades 10 to 12) regarding oxidation–reduction reactions. The diagnostic tool used was a two-tier test based on a concept map of redox reactions as presented in high school curriculums. The reliability of the two-tier test items was 0.82. The results show that most 11th graders performed equally well in questions related to the concept of the gain and loss of electrons during oxidation–reduction. In terms of working with oxidation numbers, scores increased with grade level. The results of this study provide valuable reference for curriculum designers and science instructors. </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%">596–607 </style></section></record></records></xml>