<?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%">Sungki Kim</style></author><author><style face="normal" font="default" size="100%">Myung Hwa Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHEMISTRY TEACHERS’ UNDERSTANDING OF REACTION RATE MODELS: SELECTION, PREREQUISITE CONDITIONS, AND USE</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%">prerequisite conditions</style></keyword><keyword><style  face="normal" font="default" size="100%">reaction rates</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific models</style></keyword><keyword><style  face="normal" font="default" size="100%">selection of models</style></keyword><keyword><style  face="normal" font="default" size="100%">use of models</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%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765175</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%">Teachers’ understanding of scientific models is essential for supporting meaningful learning of chemical reaction rates. Yet little is known about how teachers coordinate different dimensions of model understanding in this context. This study examined chemistry teachers’ epistemic understanding of models related to reaction rates, focusing on model selection, prerequisite conditions, and model use. A mixed-methods explanatory sequential design was employed. Open-ended questionnaire items were administered to 52 in-service chemistry teachers, followed by interviews with 10 teachers to elaborate on quantitative trends. The results showed limited understanding across all three dimensions. Many teachers treated the collision model as a literal depiction rather than one representational choice among alternatives. Teachers frequently applied the half-life concept as a universal rule without recognizing assumptions such as constant volume. When interpreting concentration dependence, most relied on simplified textbook patterns rather than using rate laws as representational models grounded in reaction mechanisms. These findings indicate the need for teacher education that explicitly addresses model selection, underlying assumptions, and the functional use of models in reaction-rate instruction. This study contributes a three-dimensional analytical framework for examining teachers’ model-based reasoning and provides a foundation for future research and professional development.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">118-135</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%">Mustafa B. Aktan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE SCIENCE TEACHERS' PERCEPTIONS AND ATTITUDES ABOUT THE USE OF MODELS</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%">modeling experience</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">use of models</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481285829.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</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%">Models are central constructs of science teaching and learning. This research aims to report on seven pre-service science teachers’ perceptions and attitudes towards models and the rationale for using models in science teaching. Semi-structured in-depth interviewing, an open-item questionnaire, and a five-point Likert scale questionnaire were used to obtain data from the participants. No evidence of negative attitude towards the use of models was observed among the participants. Although the pre-service science teachers (PSTs) valued the idea that scientific models are important aspects of science teaching and learning, they were hesitant to use and build models as teaching tools. Four categories related to the perceptions about the rationale for using models were identified from the data namely, promoting interest and attention, promoting understanding due to illustrative and representative nature of models, promote concretization as instrumental tool and promoting theoretical understanding in science. The findings indicated that the PSTs showed positive attitudes towards the use of models in their teaching, but certain factors like level of learner, time, lack of modeling experience, and limited knowledge of models appeared to be affecting their perceptions and attitudes negatively.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">7–17 </style></section></record></records></xml>