@article {1359,
	title = {STUDENTS{\textquoteright} CONCEPTUAL STRUCTURES REGARDING REDOX REACTION: COMBINING MULTIDIMENSIONAL SCALING AND HIERARCHICAL CLUSTER ANALYSIS APPROACHES},
	journal = {Journal of Baltic Science Education},
	volume = {23},
	year = {2024},
	month = {February/2024},
	pages = {Continuous},
	type = {Original article},
	chapter = {164-174},
	abstract = {Redox reaction is a core chemical concept. However, its abstract nature makes it very difficult for students. Students{\textquoteright} conceptual structure reflects their mastery of concepts, which helps teachers implement targeted educational strategies. This study aimed to explore the conceptual structures of redox reaction held by students (grades 10 to 12) by employing MDS and HCA. A total of 606 students participated, with 195 students in 10th grade, 202 in 11th grade, and 209 in 12th grade. The results indicated that three-dimensional solutions were appropriate for the conceptual structures of 10th and 12th graders, while 11th graders demonstrated two-dimensional solutions. All students grouped the 15 concepts related to redox reaction into two large clusters: metrology and the redox reaction process. Moreover, both 10th and 12th graders further subdivided the 15 concepts into four subclusters: metrology, oxidation process, reduction process, and chemical reaction. Students{\textquoteright} conceptual structures were rational across all three grades. The conceptual structures of 10th and 12th graders were more refined than those of 11th graders, and there was no significant difference between the conceptual structures of 10th and 12th graders. 11th graders learned about electrochemistry and tended to confuse concepts related to redox reaction with those related to electrochemistry. },
	keywords = {conceptual structure, hierarchical cluster analysis (HCA), multidimensional scaling (MDS), redox reaction},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/24.23.164  },
	url = {https://oaji.net/articles/2023/987-1709892821.pdf},
	author = {Wenxiu Tang and Yangyi Qian and Hong Wang and Jinju Wen and Jiayi Huang and Xintong Zhu and Yangqian Wang}
}
@article {1292,
	title = {ONE HUNDRED CORE CONCEPTS IN CHEMISTRY AND UPPER-SECONDARY SCHOOL TEACHERS{\textquoteright} AND STUDENTS{\textquoteright} CHEMISTRY CONCEPTUAL STRUCTURES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {493-505},
	abstract = {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.},
	keywords = {cluster analysis, conceptual structure, core concepts in chemistry, multidimensional scaling, upper-secondary school students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.493},
	url = {https://oaji.net/articles/2023/987-1687108348.pdf},
	author = {Yangyi Qian and Yangqian Wang and Jinju Wen and Simin Wu}
}
