<?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%">Sharareh Majidi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRUCTURAL PATTERNS AND REPRESENTATION FORMS OF UNIVERSITY PHYSICS TEACHERS: BIOT-SAVART LAW AND AM-PÈRE’S LAW</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 maps</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge organization</style></keyword><keyword><style  face="normal" font="default" size="100%">representation forms</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168925.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The way teachers organize and transfer their subject matter knowledge has played a crucial role in science education. However, it seems that more attention should be paid on the forms of represen-tation and knowledge organization of teachers that they apply for transferring their knowledge. Therefore, teachers’ knowledge organization and representation forms were investigated with an emphasis on the topics of Biot-Savart law and Ampère’s law. Four physics teachers of introductory-level University who used, concept cards and concept maps were interviewed, and finally an interpretative analysis was performed. The results showed teachers’ knowledge organization was strongly connected only for the topic of Biot-Savart law. Moreover, descriptive and explanatory mathematical models were the most applied forms of representation that teachers used for representing their knowledge. The possibility to recognize the differences in knowledge organization and representation forms of different teachers is the first step towards developing more effective teaching and learning solution.</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%">318-332 </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%">Sharareh Majidi</style></author><author><style face="normal" font="default" size="100%">Terhi Mäntylä</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">KNOWLEDGE ORGANIZATION IN PHYSICS TEXTBOOKS: A CASE STUDY OF MAGNETOSTATICS</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 maps</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge organization</style></keyword><keyword><style  face="normal" font="default" size="100%">science textbooks</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547886.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Textbooks often provide teachers and students a conception of how scientific knowledge is organized. Therefore, it is of interest to recognize what is the picture of knowledge conveyed by the textbooks. In this study, the knowledge organization in three university physics textbooks is analyzed from the viewpoint of how the basic elements in the topics of Biot-Savart and Ampère’s law are structurally linked. The method of analysis is based on the interpretative analysis, which (a) recognizes basic elements of knowledge and (b) identifies the categories of links that connect basic elements. Concept maps are used to represent knowledge organization of textbooks. The results indicate that content knowledge of textbooks consist of somehow identical basic elements but different categories of links and thus different knowledge organizations. The possibility to recognize these differences in the curriculum materials is a first step towards developing more effective teaching and learning solutions and curriculum plans.</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%">285-299 </style></section></record></records></xml>