<?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%">Mingyu Li</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN EXPLORATION ON CONCEPT TEACHING KNOWLEDGE OF BIOLOGY TEACHERS IN LOWER-SECONDARY SCHOOLS</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 teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers' concept teaching knowledge</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%">February/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1647118018.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%">The topic ‘photosynthesis’ contains many intangible and abstract scientific concepts, regarding which students hold many preconceptions. Conceptual learning is a process of co-creation and flow that requires the teachers’ higher educational level on conceptual teaching. The present research considers photosynthesis as an example. Results of Ball's 2008 research on teachers' content knowledge for teaching served as the theoretical framework. In total, 30 biology teachers from 11 lower-middle schools in a medium-sized city in China were selected as the research objects. The conceptual learning achievements of 1442 students taught by those teachers were used as a yardstick, and two sets of self-designed questionnaires were used to demonstrate, describe, and discuss these elements and their current state in the teachers' mind and determine influencing factors. According to the results, except for the knowledge of concept and student element, all the other three elements attained the passing level. Specifically, the level of common concept knowledge was relatively high, but this element had not attained the perfect level. A scope for improvement was observed for the other three conceptual knowledge elements. No significant difference in the knowledge elements level was observed among the teachers from different schools. </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%">121-139</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%">'Maphole Marake</style></author><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author><author><style face="normal" font="default" size="100%">Maria Tsakeni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENCE TEACHERS’ PERCEPTIONS OF THEIR KNOWLEDGE BASE FOR TEACHING FORCE CONCEPTS   </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%">force concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical content knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ perceptions of knowledge</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/2022/987-1662187050.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%">It is important for students to understand force concepts because they are central to learning physics and other sciences; however, students find it difficult to understand. There are calls for teachers to tap into their professional knowledge and develop beliefs that help them assist students comprehend the topic. To meet this challenge, teachers’ perceptions of their knowledge base for teaching force concepts should be probed because perceptions act as windows into teachers’ practices. This study, therefore, explored physics teachers’ perceptions of their knowledge base for teaching force concepts. Science teachers’ pedagogical content knowledge (PCK) frameworks were used to develop a questionnaire based on a 5-point Likert scale administered to 100 physical science teachers who were randomly selected from 54 schools in five districts in Lesotho. Data were analysed using descriptive statistics. The results suggest that, even though teachers reported positive views about their knowledge base, there is no correlation between sub-components of curricular knowledge. It is concluded that teachers should build the curricular knowledge by participating in collaborative activities. It is, therefore, recommended that studies that probe teachers’ actual knowledge of PCK constructs are executed, so that appropriate information is available when planning professional development activities targeting teachers’ PCK.</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%">651-662</style></section></record></records></xml>