@article {1200,
	title = {COMPARING PRE-SERVICE PRIMARY SCHOOL TEACHERS{\textquoteright} AND LOWER-SECONDARY LEARNERS{\textquoteright} UNDERSTANDING THE PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {558-574},
	abstract = {Cross-age studies have suggested that although children{\textquoteright}s notions of scientific phenomena change moderately with increasing age, certain misconceptions persist from preschool to a higher educational level. The purpose of this study was to diagnose the prevalence of selected misconceptions about the particulate nature of matter among pre-service primary school teachers and to compare the findings with the results of lower-secondary learners. The participants in the study were 197 pre-service primary school teachers and 170 ninth graders. The multiple-choice diagnostic test was developed to collect data. In the analysis of the test results, the paired difference test and Pearson{\textquoteright}s chi-square independence test for the contingency table were used. Frequency analysis was performed for individual questions in the test and percentages were calculated. The results obtained with primary school teacher trainees demonstrate the existence of a number of misconceptions similar to those observed with ninth graders; some misconceptions were observed to even be present significantly more frequently among pre-service primary school teachers. This study confirmed that age maturity and mere knowledge of scientific concepts such as atoms, molecules, etc. do not have to be sufficient to allow students to better understand the particulate nature of matter.},
	keywords = {lower-secondary learners, misconceptions, multiple-choice diagnostic test, particulate nature of matter, pre-service primary school teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.558},
	url = {https://oaji.net/articles/2022/987-1662186650.pdf},
	author = {Eva Hejnov{\'a}}
}
@article {906,
	title = {ENHANCING STUDENTS{\textquoteright} HIGH-ORDER COGNITIVE SKILLS FOR HIERARCHICAL DESIGNS IN MICRO AND SYMBOLIC PARTICULATE NATURE OF MATTER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {October/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {842-854},
	abstract = {To be familiar with micro and symbolic performances, students could work out more effective approaches of innovated techniques known as five hierarchical designs in chemistry equilibrium. However, the most frequently reported problem in students{\textquoteright} assessment of chemistry study is attributed to their poor skill recognizing basic concepts. The aim of this research was to construct the 6 test items to help undergraduate students assess their high-order and low-order cognitive skills as a deeper framework of particle representations. It takes a dynamic appeal for students to identify their profound understanding of cognitive skills in accordance with their potential performances of particle representations. In this research, students activate the test instrument to sustain their development of content validity and inter-rater reliability. The research results mark a different responsive engagement of both high-order and low-order cognitive skills in students{\textquoteright} total performances with the skill ratio score of 1:6 for conceptual recognition and analyses of micro and symbolic performances. All students{\textquoteright} micro and symbolic performances offer an indication for understanding their advanced cognitive skills in the particulate nature of matter. It is beneficial to improve new perspectives in the discussions and activity hierarchical designs in their chemistry equilibrium classrooms.          },
	keywords = {hierarchical designs, high-order cognitive skills, micro, particulate nature of matter, symbolic performances},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.842},
	url = {http://oaji.net/articles/2020/987-1602525025.pdf},
	author = {King-Dow Su}
}
@article {736,
	title = {A FEASIBLE GUIDANCE FOR ORDERED MULTIPLE-CHOICE ITEMS IN STUDENTS{\textquoteright} HIERARCHICAL UNDERSTANDING LEVELS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {77-89},
	abstract = {This research focuses on students{\textquoteright} 5 hierarchical levels of Ordered Multiple-Choice (OMC) items for their extensive conceptualized understanding in the particulate nature of matter (PNM) chemistry. The basic framework for OMC items is to link students{\textquoteright} conceptual understanding levels with possible cognitive responses. Developed as the substantial learning perspective, OMC item approaches benefit students with dominant formulations in directing a new impetus on individual mental constructions. This research attempts to establish the validity and reliability through assessing students{\textquoteright} understanding levels. The main methodology of innovative OMC design manifests students{\textquoteright} verified responsive accumulations; with 5 hierarchical mental conceptualizations from naive understanding up to complete systemic PNM understanding. OMC findings offer students more choices to determine the most appropriate corresponding answer towards different conceptualization levels and to set their individual responses at the medium understanding levels. All contribution of this research gives students{\textquoteright} future perspectives in more collaborative engagements with further administering OMC items.   },
	keywords = {hierarchical levels, Ordered Multiple-Choice (OMC), particulate nature of matter},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.77},
	url = {http://oaji.net/articles/2019/987-1550082943.pdf},
	author = {King-Dow Su}
}
@article {718,
	title = {THE EFFECTS OF MODEL SUPPORTED COOPERATIVE AND INDIVIDUAL LEARNING METHODS ON PROSPECTIVE SCIENCE TEACHERS{\textquoteright} UNDERSTANDING OF SOLUTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {December/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {945-959},
	abstract = {This research was conducted to facilitate the conceptual understanding of the solutions that contain abstract concepts and not to understand easily. The aim of this research is to determine the effect of applied methods on the achievement level of prospective science teachers and conceptual understanding level at the particulate nature of matter in solution chemistry. The research was conducted with 58 prospective science teachers and a pre-test/posttest non-equivalent quasi-experimental design was used. Three experimental groups were determined as model supported Reading Writing Application method of cooperative learning (n=20), model supported Students Teams Achievement Divisions method of cooperative learning (n=20), and model supported individual learning method (n=18). The data collected with a Particulate Nature of Matter Test (PNMT) and a Module Test (MT). For analyzing data descriptive statistics, one{\textendash}way ANOVA, and ANCOVA were used. The results showed that there was no significant effect with respect to the achievement level. According to findings from the post test of MT, all groups were more successful in terms of correct understanding of the solutions compared with the pre-tests. },
	keywords = {Cooperative learning, individual learning, particulate nature of matter, pedagogical-analogical models, solution chemistry},
	issn = {1648-3898},
	doi = {10.33225/jbse/18.17.945},
	url = {http://oaji.net/articles/2017/987-1544861415.pdf},
	author = {Zehra Ozdilek and Seda Okumus and Kemal Doymus}
}
