<?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%">Yangyi Qian</style></author><author><style face="normal" font="default" size="100%">Yangqian Wang</style></author><author><style face="normal" font="default" size="100%">Jinju Wen</style></author><author><style face="normal" font="default" size="100%">Simin Wu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ONE HUNDRED CORE CONCEPTS IN CHEMISTRY AND UPPER-SECONDARY SCHOOL TEACHERS’ AND STUDENTS’ CHEMISTRY CONCEPTUAL STRUCTURES</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%">cluster analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual structure</style></keyword><keyword><style  face="normal" font="default" size="100%">core concepts in chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">multidimensional scaling</style></keyword><keyword><style  face="normal" font="default" size="100%">upper-secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1687108348.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">A solid grasp of basic concepts and their relationships can stimulate learning motivation, improve teaching quality, and help students to build a body of knowledge in a discipline. Most of the previous studies have considered one chemistry topic amongst many others. To date, no studies have been conducted to explore the conceptual structures of teachers and students based on chemical concepts. Experts, teachers, and students (N=2348) from three public universities and ten upper-secondary schools in China participated in the studies. In Study 1, personal interviews, material evaluation, and importance rating questionnaires were conducted to determine the core concepts. In Study 2, the multidimensional scaling (MDS) and cluster analysis (CA) were conducted to explore the conceptual structures of upper-secondary school teachers and students. Then the structural differences between high- and low-achieving students were compared. The results showed that the three-dimensional solutions were appropriate for the conceptual structures of teachers and students, respectively. The high-achieving students have a more scientific and organized conceptual structure than those of low-achieving students. This study is the first to explore core concepts and their structure with a large sample size, and the reliable results help students understand abstract chemical concepts and improve their interest in scientific disciplines in the future.</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%">493-505</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%">Huimei Lin</style></author><author><style face="normal" font="default" size="100%">Yangyi Qian</style></author><author><style face="normal" font="default" size="100%">Jinju Wen</style></author><author><style face="normal" font="default" size="100%">Yuhua Mai</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UTILIZING MULTIDIMENSIONAL SCALING TO REPRESENT THE CONCEPTUAL STRUCTURES OF ATOMIC STRUCTURE IN UPPER-SECONDARY SCHOOL TEACHERS AND STUDENTS</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%">atomic structure</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual structure</style></keyword><keyword><style  face="normal" font="default" size="100%">hierarchical cluster analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">multidimensional scaling</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%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1656444105.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%">This research aimed to explore the upper-secondary school chemistry teachers’ and students’ conceptual structures of atomic structure by using multidimensional scaling. Atomic structure is considered to be one of the most difficult concepts in upper-secondary school chemistry course so that the conceptual structure regarding atomic structure held by the learner is necessary to examine. Based on a questionnaire survey for upper-secondary school chemistry teachers and university chemistry professors, 40 concepts were selected as a useful concept pool of atomic structure. Then, the conceptual structures and the specific classifications of concepts from 168 upper-secondary school chemistry teachers and 336 tenth-grade students were investigated by multidimensional scaling and hierarchical cluster analysis. The results showed that the 3-D solutions were appropriate for the conceptual structures of teachers and students respectively. Next, the conceptual structure of teachers utilized as an evaluation criterion was more scientific than that of students. The conceptual structure of students with high academic achievement was more scientific than that of the low achievers. Multidimensional scaling utilized to explore students’ conceptual structure of scientific concepts can provide a new and benefic form of evidence to understand the concept learning outcome of students.</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%">481-494</style></section></record></records></xml>