<?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%">Daina  Mozeika</style></author><author><style face="normal" font="default" size="100%">Dagnija  Cedere</style></author><author><style face="normal" font="default" size="100%">Janis  Gedrovics</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROMOTING STUDENT LEARNING ACHIEVEMENTS IN CHEMISTRY BY USING THE TETRAHEDRAL SPATIAL MIND MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching and learning method</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400515782.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Students’ knowledge is the main resource for stimulating the development of each country. The results of international and national comparative studies in science show a tendency of a decrease of the level of students’ knowledge. The problem draws attention to the need to promote organization in teaching and learning and the use of progressive methodological approaches. The developed method, called the TETRA-method, is directed to the formation of connections among various phenomena, it was tested to ensure that students (grade 8-10) achieve stable knowledge, improve understanding and promote the students’ learning achievements if the method is used in learning chemistry. The students’ achievements were compared on different topics during the learning process. Obtained results of the research allow us to conclude that the use of the TETRA-method gives an option to raise the students’ knowledge level more frequently one level above the previous. The knowledge stability test showed that students’ knowledge becomes stable. Students’ learning achievements have a tendency to enhance by using the developed method.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">87-98</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%">Claudia  Ayres</style></author><author><style face="normal" font="default" size="100%">Celeste  Ferreira</style></author><author><style face="normal" font="default" size="100%">Agnaldo Arroio</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE USAGE OF A SIMULATION TO STUDY INTERMOLECULAR FORCES: SOME FINDINGS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">simulation</style></keyword><keyword><style  face="normal" font="default" size="100%">visualization</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594528</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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 research was to discuss and reflect about the use of a computer simulation in the learning of intermolecular forces. Simulations are dynamic representations of chemical processes or systems, and allow users to select values for input variables from within suitable ranges and observe the results on output variables. In this study we used free software named “Ligações Intermoleculares”, from http://nautilus.fis.uc.pt/molecularium/pt/ligintermol/index.html. The goal of this activity was to help students build internal representations (mental models) for course content. The research is qualitative. We applied a pre-test and a post-test to a class of students (n=30) from a secondary school trying to find what these internal representations are like. The research indicates that students’ pictographic representations of intermolecular forces improved substantially. These findings suggest that the use of this visual tool helped students to make a better connection between the chemical representations and the macroscopic phenomena presented during a mini-course about solubility. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">19-29</style></section></record></records></xml>