<?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%">Georgios Tsaparlis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WHAT AND WHO INSPIRED ME TO BECOME A SCIENTIST AND FURTHER A SCIENCE EDUCATOR?</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%">biological sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">education research</style></keyword><keyword><style  face="normal" font="default" size="100%">physical sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1713272488.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">According to Alex H. Johnstone, “most of the concepts we develop in everyday living (such as cars, trees, houses, dogs, and flowers) are based on tangible things; things we can touch, see, smell and taste. … However, concepts such as element, enzyme, atom, gas, resistance, molarity, entropy, and many others cannot be constructed directly by our senses. Some are one or even two steps removed from direct sensory perception” (Johnstone, 2007, p. 8).
The famous Johnstone triangle for the physical sciences (Johnstone, 1982 ─ see Figure 1) has at one of its corners tangible things, constituting the “Macroscopic” or “Macro Level”. The two other levels that facilitate further understanding are the “Symbolic and Mathematical Level”, which involves symbols, mathematical and chemical equations, as well as graphs and calculations, and the “Submicroscopic” or “Submicro Level”, which refers to entities such as atoms and molecules, that are so tiny that we cannot observe them either directly or even with the help of a strong microscope; these entitles are objects of thought and we draw conclusions about them through logical thinking and inferences. The emphasis among the three levels varies between the physical sciences, physics and chemistry.  

</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">180-186</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%">Georgios Tsaparlis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HIGHER AND LOWER-ORDER THINKING SKILLS: THE CASE OF CHEMISTRY REVISITED</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%">chemistry examinations</style></keyword><keyword><style  face="normal" font="default" size="100%">higher-order cognitive skills</style></keyword><keyword><style  face="normal" font="default" size="100%">higher-order thinking skills</style></keyword><keyword><style  face="normal" font="default" size="100%">student assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">twelfth-grade chemistry</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1591087985.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</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 work analyses students’ failure in the 2019 Nationwide Chemistry Examination in Greece, which concerns secondary education graduates, competing for admission to higher education Greek institutions. The distinction of thinking skills into higher and lower order (HOTS and LOTS) is used as a theoretical tool for this analysis. The examination included several questions that contained HOTS elements that had been unusual in previous examinations. This led to a decrease in overall student performance but better discrimination between outstanding and good students. Based on two samples of examination papers, corresponding to very similar subsets of the student population, the 2018 and 2019 examinations are compared, and the individual 2019 questions are evaluated. It was found that section B of the 2019 examination paper (which included contexts unfamiliar to the students, and for which, a large effect size between 2018 and 2019 was calculated) may have caused the large drop. An important link is established between the 2019 low performance and the HOTS and LOTS features of the questions, and the role or non-role of algorithmic calculations is examined. In addition, the critical opinions of chemistry teachers are provided, with a consensus emerging in favour of connecting chemistry with everyday life. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">467-483</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%">Georgios Tsaparlis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ORGANIZING AND ATTENDING INTERNATIONAL CONFERENCES</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%">collaborative projects</style></keyword><keyword><style  face="normal" font="default" size="100%">international conferences</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1544775774.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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%">Conferences, and especially international conferences, have become an integral part of a scientist’s activities. The attendees are, as a rule, academics and their graduate students, with the latter usually accompanying their supervisors. In addition to recent graduates undertaking full-time research, the term graduate student can also apply to part-time research students, including teachers who often adopt an action research approach, using their own classes as the focus of their studies. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">912-917</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%">Georgios Tsaparlis</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEAR READERS AND WRITERS!</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2005</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481284646.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Two different professions are engaged in science education: ‘subject-specific (physics/ chemistry/biology) educators’ (i.e. people who do it) and ‘science education researchers’ (people who study it). Many subject-specific educators at the university and school levels often analyse physics/ chemistry/biology education in general or particular concepts and areas of their specific discipline. The selection of the content for the curriculum, as well as the level and depth at which concepts should be taught feature in such discussions. Science educators are engaged in educational research – advancing pedagogical knowledge in science. They started about thirty years ago to see science education from a different perspective, that of the process of learning. Their attention was focused not on the curriculum but on the student. Another change was the fact that such studies are not theoretical but are carried out by means of experimental (empirical) investigations. As with research in science, characteristics of educational research are that it is theory based, it is data based, and it produces generalisable results.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4</style></section></record></records></xml>