@article {1216,
	title = {DIFFERENCES IN CHEMISTRY TEACHERS{\textquoteright} ACCEPTANCE OF EDUCATIONAL SOFTWARE ACCORDING TO THEIR USER TYPE: AN APPLICATION OF EXTENDED UTAUT MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {762-787},
	abstract = {In this research, a model to determine chemistry teachers{\textquoteright} acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for {\textquoteleft}current users{\textquoteright} of educational software, the influence of facilitating conditions on current users{\textquoteright} use of educational software behavioural intention is stressed. In addition, non-planning users{\textquoteright} behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers{\textquoteright} acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence.},
	keywords = {chemistry teachers{\textquoteright} motivation, educational software use, secondary education, technology acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.762},
	url = {https://oaji.net/articles/2022/987-1667236618.pdf},
	author = {Kate{\v r}ina Chroustov{\'a} and Andrej {\v S}orgo and Martin B{\'\i}lek and Martin Rusek}
}
@article {1158,
	title = {PRE-SERVICE CHEMISTRY TEACHERS{\textquoteright} PROFESSIONAL VISION DEVELOPMENT: THE EFFECT OF LESSON-OBSERVATION PRACTICE },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {52-68},
	abstract = {Ability to adequately analyze educational situations is essential not only for (pre-service) teachers{\textquoteright} occupational decisions, but also for their own professional development. This study represents an evaluation of the observation practice aimed at pre-service chemistry teachers{\textquoteright} (N = 12) professional vision development. They attended chemistry classes in schools, discussed them in a group and independently wrote their reflections. The effect on the professional vision was evaluated using a self-efficacy questionnaire, lesson reflections analyses and semi-structured interviews. The results showed that pre-service teachers significantly overestimated their ability to reflect on lessons, struggled with lesson analyses, failed to describe and analyze chemistry-specific content in contrast with their significant improvement in describing student-teacher interaction and teacher{\textquoteright}s activity {\textendash} all with medium to large effect. Although observation practice deepened their ability to notice, pre-service teachers did not change attention to individual lesson{\textquoteright}s aspects. Lesson observation therefore seems to be a suitable means of professional vision development from the richness of observed phenomena{\textquoteright}s point of view, as well as students{\textquoteright} self-efficacy improvement, however more research in several aspects is needed to further inform (pre-service) teacher training practice.},
	keywords = {ability to notice, learning situations reflection, pre-service chemistry teacher, professional vision, teacher self-efficacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.52},
	url = {https://oaji.net/articles/2022/987-1647117698.pdf},
	author = {Linda Honskusov{\'a} and Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {999,
	title = {PREFERRED CHEMISTRY CURRICULUM PERSPECTIVE: TEACHERS{\textquoteright} PERCEPTION OF LOWER-SECONDARY SCHOOL TEXTBOOKS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {316-331},
	abstract = {The (written) state curriculum is one of the cornerstones influencing education. Its specifically mediated by textbooks. In an open textbook market, the influence of the state curriculum is limited, and the main responsibility passes to individual schools or teachers. In order to understand education from the potential attainment of curriculum goals{\textquoteright} point of view, it is necessary to pay attention to the teachers{\textquoteright} textbook preferences. This research was focused on the field of lower-secondary chemistry education in Czechia, with special attention paid to the textbooks in use, their choice, and teachers{\textquoteright} perception of them. The data were gathered using a questionnaire distributed to a representative sample of 387 lower-secondary school chemistry teachers. The results showed that teachers favor traditional chemistry teaching conceptions. Most teachers stated that textbooks play a vital role for them when preparing lessons and new textbooks are mostly chosen by the most experienced teachers. Most teachers also expressed their preference for textbooks which contain subject-matter ordered according to the structure of chemistry, i.e. not adjusted for learners, as well as textbooks dominantly orientated towards the transmissive approach to education. Regarding the teachers{\textquoteright} perception of textbooks, potential limits were identified in implementing innovations in (chemical) education.},
	keywords = {chemistry textbooks, lower-secondary school science education, teachers{\textquoteright} teaching conception},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.316},
	url = {http://oaji.net/articles/2021/987-1616866298.pdf},
	author = {Karel Voj{\'\i}{\v r} and Martin Rusek}
}
@article {755,
	title = {THE EFFECT OF LOWER-SECONDARY CHEMISTRY EDUCATION: STUDENTS{\textquoteright} UNDERSTANDING TO THE NATURE OF CHEMISTRY AND THEIR ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {286-299},
	abstract = {This research follows the previous study examining the effect of chemistry education on students{\textquoteright} perception and understanding to the nature of chemistry (NoC) as well as their attitudes towards it as a school subject. Grade 9 students (N = 282) at the end of their compulsory schooling were given a set of open-ended questions focused on their understanding to NoC, perception of chemistry topics{\textquoteright} importance, topics the students found interesting and their evaluation of chemistry as a school subject. The answers were analysed using the open coding approach. It is possible to conclude most of the students do not have a clear idea about the nature of chemistry. Students assess chemistry as a school subject in the middle of the 5 point Likert scale. The results of this research offer the background for a more complex analysis of effects influencing students{\textquoteright}s conception of chemistry and its subject matter.},
	keywords = {chemistry education, education effectiveness, interest in science, students{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.286},
	url = {http://oaji.net/articles/2019/987-1554359947.pdf},
	author = {Martin Rusek and Vlastimil Chytr{\'y} and Linda Honskusov{\'a}}
}
@article {585,
	title = {ADOPTION OF ICT INNOVATIONS BY SECONDARY SCHOOL TEACHERS AND PRE-SERVICE TEACHERS WITHIN CHEMISTRY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {510-523},
	abstract = {This research is focused on secondary school chemistry teachers{\textquoteright} (N=276) and chemistry pre-service teachers{\textquoteright} (N=159) attitudes towards the use of information and communication technology (ICT) in education. A questionnaire constructed upon Rogers{\textquoteright} theory of diffusion of innovation was used. Based on the answers, the respondents were grouped according to their innovativeness {\textendash} into types of innovation adopters. Analysis of the participants{\textquoteright} responses to the statements in the questionnaire suggests that neither gender nor their teaching experience influence their innovativeness. The respondents mostly tend to hold a pragmatic view, accept the role of ICT in education. However, they need proof to decide whether to adopt it in their teaching practice. As the respondents could leave their contact information, it is possible to further focus on particular groups of innovation adopters, to observe their lessons, analyse their approach and mainly influence and support those groups, which maintain a {\textquotedblleft}role model{\textquotedblright} position and trigger diffusion of innovations.},
	keywords = {chemistry education, diffusion of innovations, ICT, pre-service teachers{\textquoteright} attitudes, teachers{\textquoteright} attitudes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.510},
	url = {http://oaji.net/articles/2017/987-1503904959.pdf},
	author = {Martin Rusek and Dagmar St{\'a}rkov{\'a} and Vlastimil Chytr{\'y} and Martin B{\'\i}lek}
}
