<?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%">Ali Kolomuç</style></author><author><style face="normal" font="default" size="100%">Muammer Çalık</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A COMPARISON OF CHEMISTRY TEACHERS’ AND GRADE 11 STUDENTS’ ALTERNATIVE CONCEPTIONS OF ‘RATE OF REACTION’</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%">Alternative Conception</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">grade 11 students</style></keyword><keyword><style  face="normal" font="default" size="100%">rate of reaction</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/2014/987-1419168982.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 purpose of this study is to compare alternative conceptions of chemistry teachers and Grade 11 students on the subject of ‘rate of reaction’. This study was conducted with a total of seventy chemistry teachers and seventy two grade 11 students. To collect data, a ‘rate of reaction’ concept test comprising 9 lead and 10 sub-questions (in total 19 items) were employed. Also, a structured interview session was conducted with 10 chemistry teachers and 13 grade 11 students. Since the chemistry teachers and grade 11 students possessed similar alternative conceptions, it can be deduced that the chemistry teachers seem to have been principal source at transmitting their alternative conceptions to the grade 11 students. It is recommended that, a common database or website should be created to afford the current chemistry teachers to easily access to improved teaching materials and/or instruments in chemistry education.</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%">333-346 </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%">Dace Namsone</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE SCIENCE TEACHER IN THE SITUATION OF CHANGING EDUCATIONAL PARADIGM</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%">chemistry teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry oriented learning</style></keyword><keyword><style  face="normal" font="default" size="100%">study process</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2002</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2002</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1504180687.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The human education paradigm is looking upon the learner as an active participant of the study process. In chemistry education, student himself discovers the world of chemical substances. The inquiry is a way human is seeking information and understanding in science education. Discovery, freedom, activity, creativity are the keywords for open learning in science laboratory. By posting hypothesis, further verifying them and analyzing the obtained results, the science process acts as a core for learning approaches.  They foster learner’s self-discoveries, which are to be used in such a process. The teacher is a key to open such approaches in study process of chemistry. The teacher's role changes notably. In the open study process the teacher undertakes the functions of the expert – consultant and feedback provider. The teacher has to master a series of new skills more often.  Moreover, acquiring new experience makes teacher to give up stereotypes and authoritarian teaching style. To implement the education reform in science education in Latvia it is necessary to practically resolve the controversy between learner’s wishes to do inquiry oriented laboratory works and teaching strategies carried out by teacher in classroom.</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%">31 - 39</style></section></record></records></xml>