<?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%">Eli Rohaeti</style></author><author><style face="normal" font="default" size="100%">Anti Kolonial Prodjosantoso</style></author><author><style face="normal" font="default" size="100%">Irwanto</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH-ORIENTED COLLABORATIVE INQUIRY LEARNING MODEL: IMPROVING STUDENTS’ SCIENTIFIC ATTITUDES IN GENERAL CHEMISTRY</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 inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">general chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service chemistry teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">research-oriented learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific attitudes</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%">February/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1581269848.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%">Promoting students’ attitudes, a part of affective domains is a major goal in higher education. Unfortunately, only a few studies were available related to the improvement of pre-service chemistry teachers’ attitudes as this domain was rarely explored using a mixed teaching approach. In this quasi-experimental research, we investigated the effect of the Research-Oriented Collaborative Inquiry Learning (REORCILEA) in improving students’ scientific attitudes. A total of sixty-four (6 males, 58 females) first-year pre-service chemistry teachers at the Department of Chemistry Education of a public university in Indonesia attended the General Chemistry course. In order to collect the data, the Scientific Attitudes Scale and Interview Protocol were administered. The data were then analyzed using t-test and thematic analysis. The results of the t-test revealed that students in the experimental group obtained significantly greater scores than the ones of the control group regarding their scientific attitudes. After analyzing the interview data qualitatively, students who were exposed to non-traditional teaching approach had stronger learning interests and enjoyed the chemistry lectures. In conclusion, REORCILEA model could be considered more effective in improving students’ scientific attitudes compared to conventional teaching methods.</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%">108-120</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%">Tamara N. Rončević</style></author><author><style face="normal" font="default" size="100%">Željka Đ. Ćuk</style></author><author><style face="normal" font="default" size="100%">Dušica D. Rodić</style></author><author><style face="normal" font="default" size="100%">Mirjana D. Segedinac</style></author><author><style face="normal" font="default" size="100%">Saša A. Horvat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN ANALYSIS OF THE HIGH SCHOOL STUDENTS’ ABILITIES TO READ REALISTIC, CONVENTIONAL, AND HYBRID IMAGES IN GENERAL CHEMISTRY</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%">general chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">image types</style></keyword><keyword><style  face="normal" font="default" size="100%">reading images</style></keyword><keyword><style  face="normal" font="default" size="100%">textbook images</style></keyword><keyword><style  face="normal" font="default" size="100%">visual representations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1576226371.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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 research considered students’ abilities to read images about dispersed systems, taken from the chemistry textbook. 103 high school students (37 males, 63 females, and 3 unknown) from the school “Svetozar Marković“ in Novi Sad, Republic of Serbia, were included as the research participants. Students’ abilities to suggest the titles of the realistic, conventional, and hybrid textbook images about dispersed systems, as well as their written interpretations of images contents, were examined. The collected data were analysed qualitatively, and information about students’ conceptual understandings and misunderstandings about selected chemistry topic was provided. Identified misunderstandings, some of which are the contribution of this research, gave significant results. Additionally, it was concluded that the majority of students’ difficulties were related to reading realistic textbook images. Students relied on what they literally saw in the photography without making proper connections with chemical contents about dispersed systems. The findings of the present research could be helpful for science teachers and educators, interested in how and why students use textbook images to learn science concepts. They will also alert authors and textbook illustrators to pay more attention to the selection of appropriate textbook images.</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%">943-954</style></section></record></records></xml>