<?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%">Veronika   Machková</style></author><author><style face="normal" font="default" size="100%">Martin Bílek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIDACTIC ANALYSIS OF THE WEB ACID-BASE TITRATION SIMULATIONS APPLIED IN PRE-GRADUATE CHEMISTRY TEACHERS EDUCATION</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%">acid-base titration</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">educational simulation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811736.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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 wide development of the information and communication technologies provides conditions for using various digital learning objects in education. In Chemistry learning and teaching computer simulations are used for increasing clearness in Chemistry lessons and for supporting experimental activities in laboratory work. For this analysis the topic of acid-base titration was chosen. The research sample included educational simulations of acid-base titration available free on the Internet. In total 35 educational simulations of acid-base titration were found and used for didactic analysis with following research questions: What can be learned from educational simulations of acid-base titration? and How can didactic analysis of different kinds of simulation help to teacher and learner? In the research results of didactic analysis of 35 examples of acid-base titration simulators are presented. Resulting from the analysis we find three different types of educational simulations of acid-base titration with a specific use in Chemistry lessons: (1) simulations of experiments; (2) generators of titration curves according to the user’s choice; (3) presentations of one titration. The summary of all analysed simulations and proposals of their educational applications is available from the web site http://titrace.wz.cz.</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%">829-839</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%">Fatma Aggul</style></author><author><style face="normal" font="default" size="100%">Mehmet Yalcin</style></author><author><style face="normal" font="default" size="100%">Metin Acikyildiz</style></author><author><style face="normal" font="default" size="100%">Erdal Sonmez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INVESTIGATION OF EFFECTIVENESS OF DEMONSTRATION-SIMULATION BASED INSTRUCTION IN TEACHING ENERGY CONSERVATION AT 7 TH GRADE</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%">educational simulation</style></keyword><keyword><style  face="normal" font="default" size="100%">lecture demonstration</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching conservation of energy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404719549.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study aimed to explore the effect of teaching through demonstration-simulation on students’ achievement of energy conservation in comparison with traditional teaching. The sample consisted of fifty nine 7th grade students from a state primary school in Turkey. In the study, non-equivalent groups pretest-posttest design was used and the data was collected through an achievement test developed by the researchers, Energy Conservation Test. The conservation of energy concept was taught using a demonstration and a simulation in the experimental group and traditional instruction method in the control group. Data collected by the test was statistically assessed applying the analysis of covariance. To explore obviously the class atmosphere in experimental group, it was utilized from the teacher’s observation notes and student interviews. The statistical comparison showed that there was a significant difference between groups with respect to students’ scores of the test. Moreover, the analysis of the qualitative data indicated that such a class atmosphere supported the constructive and meaningful learning.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">64-77</style></section></record></records></xml>