<?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%">Jonathan M. Barcelo</style></author><author><style face="normal" font="default" size="100%">Precious Lady Gine N. Araneta</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT AND VALIDATION OF THE VISUAL REPRESENTATIONS TEST IN CHEMISTRY FOR PRE-MEDICAL STUDENTS</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%">chemistry concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">item content validity</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-medical students</style></keyword><keyword><style  face="normal" font="default" size="100%">Rasch analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">visual representations</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%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235055.pdf</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%">The ability of pre-medical students to use visual representations in chemistry is crucial in understanding complex and abstract chemistry concepts. To measure students’ knowledge and understanding of visual representations in chemistry, this study developed and validated the Visual Representations Test in Chemistry (VRTC). A hypothesized three-level progression of this construct was drafted and validated using Rasch analysis. The first version of the VRTC comprised 26 multiple-choice items covering particle models, ball-and-stick models, skeletal structures, electrostatic potential maps, Fischer projections, and Newman projections. The test was administered to 827 pre-medical students across four institutions in the Philippines. Dichotomous Rasch analysis provided evidence of reliability, unidimensionality, and item fit. Item-content validity indices indicated fair-to-excellent values, and the item hierarchy confirmed the hypothesized progression of knowledge about visual representations in chemistry. Analysis of variance of item difficulties revealed significant differences in mean item difficulty across the three hypothesized levels of knowledge, F(2,23) = 17.273, p&lt;.001, supporting construct validity. However, Rasch analysis revealed student ability gaps, items with overlapping difficulty levels, and differential item functioning based on year level. Overall, the VRTC exhibited adequate psychometric properties for assessing pre-medical students’ knowledge and understanding of visual representations in chemistry.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">600-616</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%">Miloš S. Kozić</style></author><author><style face="normal" font="default" size="100%">Dragica D. Trivic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE WATERWORKS: A CONTEXT FOR UNDERSTANDING CHEMISTRY CONCEPTS IN THE SEVENTH GRADE OF PRIMARY SCHOOL</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%">chemistry concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">context-based approach</style></keyword><keyword><style  face="normal" font="default" size="100%">industry field trip</style></keyword><keyword><style  face="normal" font="default" size="100%">thirteen-year-old students</style></keyword><keyword><style  face="normal" font="default" size="100%">waterworks</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1672585401.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</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%">Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities. </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1165-1180</style></section></record></records></xml>