<?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%">Özaşkın Arslan, A. G.</style></author><author><style face="normal" font="default" size="100%">İrem Selin Demirbaş</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PEDAGOGICAL CONSTRUCTIONS OF THE PERIODIC TABLE IN TEXTBOOKS OF ETHIOPIA, TÜRKİYE, AND INDIA</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 education</style></keyword><keyword><style  face="normal" font="default" size="100%">comparative textbook analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-national comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical representation</style></keyword><keyword><style  face="normal" font="default" size="100%">periodic table</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235417.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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 periodic table is a foundational framework in science and chemistry education globally; however, its pedagogical presentation varies across educational and cultural contexts. Addressing this variation, the present study compares how the periodic table is represented in secondary-level science and chemistry textbooks from Ethiopia, Türkiye, and India. Using a comparative qualitative textbook analysis, the study examines five dimensions: curricular structure, conceptual depth, nature of science, pedagogical tools, and nature of activities. The findings show that, in all three contexts, the periodic table develops across grade levels rather than appearing as a single isolated unit, though the textbooks differ in how this development is organized. Differences appear in the continuity of topic progression, the timing and density of conceptual abstraction, the visibility of the nature of science, the use of analogies and visual supports, and the cognitive engagement promoted through activities. Ethiopia progresses from observable properties toward explanatory treatment of periodic trends, Türkiye from classificatory logic toward quantum-based interpretation, and India from early atomic-theoretical grounding toward specialized chemistry content. Rather than ranking textbook systems, the study interprets these representations as pedagogical structures that organize abstraction, representation, and learner engagement differently across national contexts.</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%">681-694</style></section></record></records></xml>