<?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%">Branko Anđić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BEYOND TOOL TRAINING: AN INSTITUTIONALLY EMBEDDED MODEL OF PROFESSIONAL DEVELOPMENT FOR ARTIFICIAL INTELLIGENCE IN HIGHER EDUCATION</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%">AI literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">assessment redesign</style></keyword><keyword><style  face="normal" font="default" size="100%">disciplinary pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">ethical reasoning</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/2026/987-1789234912.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 pace at which AI tools are being adopted currently exceeds the capacity of many higher education institutions to develop appropriate policies, infrastructure, and support mechanisms. Previous research on educational technology has shown that the mere availability of digital tools does not automatically improve teaching and learning. 
In this context, the key question is no longer limited to which AI competencies university educators should possess. It is equally important to determine how these competencies can be developed, who should support their development, how their transfer into teaching practice should be evaluated, and under which institutional conditions they can be sustained. Professional development for AI integration should not be reduced to short-term training in the use of individual tools. Instead, it should be understood as a continuous, institutionally supported, and evidence-informed process that integrates AI literacy, disciplinary pedagogy, ethical reasoning, assessment redesign, and critical reflection on the consequences of AI use.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">576-582</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%">Jamil Suprihatiningrum</style></author><author><style face="normal" font="default" size="100%">Elyas Djufri</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BRIDGING KNOWLEDGE AND INCLUSIVE ORIENTATION FOR INCLUSIVE SCIENCE EDUCATION: EVIDENCE FROM INDONESIAN PRE-SERVICE TEACHERS</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%">inclusive orientation</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive science education</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher readiness</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%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4863031</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%">Inclusive science education requires teachers who value diversity and are prepared to design education that enables equitable participation in inquiry and laboratory learning. This study examined inclusion readiness among Indonesian pre-service science teachers using an Attitudes, Knowledge, and Practices (AKP)-informed framework within a sequential explanatory mixed-methods design. Survey data from 376 participants across 14 universities were analysed using MANOVA and PLS-SEM. During measurement model evaluation, the attitude and practice constructs lacked discriminant validity and were therefore combined into a single construct labelled inclusive orientation, representing pre-service teachers’ affective commitment and perceived readiness to implement inclusive science teaching. Structural model results indicated that conceptual knowledge of inclusive pedagogy was positively associated with inclusive orientation, while teaching experience contributed modestly to knowledge development. Qualitative findings indicated that support for inclusion was conditional on mentoring and resources, and that inclusion was often understood as physical accessibility rather than differentiated participation in science learning. The study identifies a persistent AKP gap in which inclusion readiness reflects affective commitment more strongly than developed pedagogical competence.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">366-381</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%">Ni Wayan Rai Utari Dewi</style></author><author><style face="normal" font="default" size="100%">Minchul Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BASIC INQUIRY AND INTEGRATED SCIENCE PROCESS SKILLS IN DIGITAL-RELATED EXPERIMENTS WITHIN PHYSICS TEXTBOOKS OF SOUTH KOREA, THE UNITED KINGDOM, AND INDONESIA</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%">basic inquiry skills</style></keyword><keyword><style  face="normal" font="default" size="100%">digital experiment</style></keyword><keyword><style  face="normal" font="default" size="100%">integrated science process skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4659910</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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%">Technological development, particularly in experimental, is now embedded in physics textbooks. Therefore, this study analyzed how the basic inquiry and the integrated science process skills in digital-related experiments are distributed within physics textbooks of South Korea, the United Kingdom, and Indonesia. A descriptive qualitative content analysis was conducted by analyzing physics textbooks from these countries. The samples included six physics textbooks, two from each country. The findings indicate that the most frequently used digital-related experiment tool was the video recorder in South Korea, the computer in the United Kingdom, and the virtual (simulation) experiment in Indonesia. The distribution of basic inquiry skills from these countries predominantly emphasizes ‘observing’ and ‘measuring’, while other skills are only minimally incorporated. However, the 'classifying' and 'predicting' were not found in any textbooks. Furthermore, the distribution of integrated science process skills shows that   'experimenting' skills are used most frequently, while the other skills are only minimally incorporated. However, ‘formulating hypotheses’ was not found in any textbooks. Therefore, this study strongly emphasizes the digital-based experiments, which highlight the optimization of basic inquiry and integrated science process skills distribution. This study can be used as a reference in developing educational policy or curriculum on a global scale.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">860-877</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%">Aleksandra Šindić</style></author><author><style face="normal" font="default" size="100%">Adrijana Višnjić-Jevtić</style></author><author><style face="normal" font="default" size="100%">Lepičnik Vodopivec, J.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BRIDGING THE INDIVIDUAL AND THE SYSTEM: PRESCHOOL TEACHERS’ AGENCY IN IMPLEMENTATION FOR SUSTAINABLE DEVELOPMENT IN EARLY CHILDHOOD SETTINGS IN SOUTH-EASTERN EUROPE</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%">Bosnia and Herzegovina</style></keyword><keyword><style  face="normal" font="default" size="100%">Croatia</style></keyword><keyword><style  face="normal" font="default" size="100%">early childhood education for sustainable development</style></keyword><keyword><style  face="normal" font="default" size="100%">ECE Academy</style></keyword><keyword><style  face="normal" font="default" size="100%">eco-program</style></keyword><keyword><style  face="normal" font="default" size="100%">Slovenia</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713347</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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%">Although the importance of Education for Sustainable Development in Early Childhood (ECEfS) is widely acknowledged, its implementation varies across different national, institutional, and individual contexts. This quantitative study involved 398 ECE teachers from Bosnia and Herzegovina, Croatia, and Slovenia. The aim of the research was to identify differences in the implementation of specific dimensions of ECEfS and in the achieved sustainability outcomes among children, with respect to three levels of ECE teachers’ professional context: national, institutional, and individual. Data were collected via an online survey and analyzed using descriptive statistics, ANOVA, and t-tests. While the study was limited by reliance on self-assessment and purposive sampling, it provided valuable insights into how professional context shapes early sustainability practices and outcomes and raised questions for future research. Findings indicate the existence of differences among respondents from different countries in the level of implementation of certain aspects of early childhood education for sustainable development, as well as in children's sustainability outcomes. Similar differences were identified between ECE teachers working in eco and non-eco kindergartens, and between those familiar and unfamiliar with the activities of the ECE Academy. The results highlight the importance of institutional context and professional development in supporting sustainability practices in early childhood education settings.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1221-1234</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%">Ke Ma</style></author><author><style face="normal" font="default" size="100%">Bei-He Hui</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A BIBLIOMETRIC ANALYSIS OF LITERATURE ON ATTITUDES IN STEM EDUCATION IN 2008-2022</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%">attitudes in STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">bibliometric mapping</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1702728991.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">This study employed a bibliometric analysis of research on attitudes in STEM education to identify patterns and themes within scholarly publications to address a research gap in the current literature. The publications indexed in the SCOPUS database on attitudes and STEM were analyzed to collect data. 173 articles were chosen for analysis. Bibliometric analysis revealed an upward trend in research publications between 2008-2022, with notable increases in 2013 and 2018 and between 2018 and 2022. Curtin University was the institution that contributed the most to the literature during this period. The results also showed that institutions from Australia, Taiwan, and the United States contributed equally to research on attitudes and STEM. Another finding is that the United States had the most publications on attitudes and STEM. The International Journal of Science Education was cited the most, followed closely by The Journal of Research in Science Teaching and Science Education. Barry J. Fraser and Jaquelynne S. Eccles are authors who were cited more than one hundred times in the publications.  Based on the findings, implications for further studies are drawn.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1038-1049</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%">Tugen Xu</style></author><author><style face="normal" font="default" size="100%">Jiaying Xu</style></author><author><style face="normal" font="default" size="100%">Xiaoqing Xu</style></author><author><style face="normal" font="default" size="100%">Jijian Lu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BLENDED LEARNING ON WECHAT PLATFORM-BASED SPOC IN LOWER-SECONDARY SCHOOL SCIENCE TEACHING </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%">Blended teaching; Science education; SPOC; Teaching design model; WeChat platform-assisted teaching</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693508213.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">This paper proposes a blended teaching design model on WeChat Platform-based SPOC and carries out an empirical study of its applicability and effectiveness in lower-secondary school science teaching. Participants were from two eighth grade classes with different academic performance, and after conducting the same blended teaching, it was found that pre-class knowledge transmission on the WeChat platform considerably enhanced students’ classroom participation, which was also highly related to their improved post-class test scores. The improvement in the performance of the weak groups is more obvious. In addition, backend data from the WeChat platform revealed that the number of resource clicks was significantly higher than the total number of students, indicating that the sharing function of the WeChat platform facilitated the sharing of educational resources. Seven in-service science teachers were also interviewed to qualitatively evaluate and analyze the teaching model from the perspective of in-service teachers. The comprehensive results indicate that the teaching model constructed in this study achieves good results, facilitates the development of students’ independent learning ability, and allows for the integration of this blended teaching model into lower-secondary curriculum.</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%">701-718</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%">İsmail Dönmez</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BREAKING GENDER STEREOTYPES: HOW INTERACTING WITH STEM PROFESSIONALS CHANGED FEMALE STUDENTS' PERCEPTIONS</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%">female students</style></keyword><keyword><style  face="normal" font="default" size="100%">gender stereotypes</style></keyword><keyword><style  face="normal" font="default" size="100%">human images in STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">role models</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1702728638.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">Various studies have reported that students have limited, stereotypical perceptions of STEM fields. However, few studies have attempted to evaluate interventions undertaken with the aim of changing female student’s perceptions of STEM professions. This research aimed to examine the changes in mental images among female students as a result of interacting with STEM professionals in a STEM camp. The Draw-a-Scientist Test was revised, and female students were asked to draw and describe STEM professionals at work before and after attending STEM camp. The participating students attended workshops and career talks given by STEM professionals. The findings showed that the perceptions of the participating female students regarding gender images of STEM professionals changed. After the STEM camp, it was also observed that knowledge about STEM professionals and the content of their work had increased. The studied intervention program for female students positively contributed to changes in the students’ mental images of STEM professionals. Therefore, it is recommended that female students interact with professionals working in STEM fields to change their perceptions of those fields.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">974-990</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%">Marisol Lopera-Perez</style></author><author><style face="normal" font="default" size="100%">Alexander Maz-Machado</style></author><author><style face="normal" font="default" size="100%">María José Madrid</style></author><author><style face="normal" font="default" size="100%">Astrid Cuida</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIBLIOMETRIC ANALYSIS OF THE INTERNATIONAL SCIENTIFIC PRODUCTION ON ENVIRONMENTAL EDUCATION</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%">bibliometrics analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific production</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1622791155.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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%">Environmental Education has become over recent decades an emerging area of knowledge; its evolution has been conditioned not only by different regional dynamics, but also by international guidelines and trends. Therefore, the literature reports multiple and diverse pedagogical, curricular and transdisciplinary approaches to this topic. Likewise, studies on the dynamics and trends in the generation and production of knowledge are relevant to both teachers and researchers in every field of knowledge. In this sense, it is presented a bibliometric study that aims to analyse the international scientific production on Environmental Education on the Web of Science (WoS) within the categories Education and Educational Research and Education, Scientific Disciplines for the last two decades (2000-2019). The information obtained was analysed using different bibliometric techniques, like descriptive statistics, degree of collaboration and co-occurrence maps generated by VOSviewer (version 1.6.15) software. The results show the accelerated increase in the production of knowledge in this area, they present the main research contexts, as well as some educational and research perspectives. Also, the collaboration between authors and universities was identified. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">428-442</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%">Andrej Šorgo</style></author><author><style face="normal" font="default" size="100%">Andreja Špernjak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIOLOGY CONTENT AND CLASSROOM EXPERIENCE AS PREDICTORS OF CAREER ASPIRATIONS</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%">biology teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">career aspirations</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary school Biology</style></keyword><keyword><style  face="normal" font="default" size="100%">SEM analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school Biology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1586941911.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</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%">In Slovenia, as in many other countries, interest in seeking careers in science, technology and engineering-related disciplines is low, which can be recognized as a problem. The influence of general interest in biology, the content, and teaching of Biology in 9-year basic school (age 14 -15) and general upper-secondary schools (age 15 – 18) on the career aspirations of students was explored. Based on structural models built on the responses of 522 general upper secondary school students from Slovenia, it was revealed that the corresponding constructs (1) The content of Biological disciplines; (2) The Biology content taught in 9-year basic school; (3) The Biology content taught in general upper secondary school; (4) The teaching of lower secondary school Biology; and (5) The teaching of general upper secondary school Biology--are only weak predictors, if at all, of career aspirations in 15 different career streams. The greatest predictive power is a general interest in biological topics. However, the influence of the content of school curricula and corresponding teaching is a weak and even negative predictor of career aspirations in some cases.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">317-332</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%">Fayadh Hamed Alanazi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BRAIN-BASED LEARNING AS PERCEIVED BY SAUDI TEACHERS AND ITS EFFECT ON CHEMISTRY ACHIEVEMENT OF 7TH GRADERS</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%">brain-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">grade 7</style></keyword><keyword><style  face="normal" font="default" size="100%">SCIENCE teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1606572205.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</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%">This research explored science teachers’ perceptions of BBL. Data was collected from 105 Saudi Arabian science teachers via a questionnaire survey, establishing how BBL is viewed and applied, and whether this interrelates with teachers’ years of professional experience or qualification level. Furthermore, in a quasi-experiment comprising a single experimental group, a chemistry learning unit was designed using BBL methods and approaches and was delivered to 26 Saudi Arabian Grade 7 students. Pre- and post-lesson measurements of knowledge and achievement were conducted. The findings confirm the arguments in the BBL literature and show that BBL awareness is relatively high and BBL is viewed very positively. The results of the quasi-experimental component show that BBL methods are likely to improve student learning and outcomes. Teacher qualifications and years of experience were unrelated with BBL perceptions.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">864-874</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%">Thasmai Dhurumraj</style></author><author><style face="normal" font="default" size="100%">Sam Ramaila</style></author><author><style face="normal" font="default" size="100%">Ferhana Raban</style></author><author><style face="normal" font="default" size="100%">Ahmed Ashruf</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES</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%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching practices</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414365.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</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%">COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.</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%">1055-1067</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%">Jianqiang Ye</style></author><author><style face="normal" font="default" size="100%">Dimei Chen</style></author><author><style face="normal" font="default" size="100%">Lingxin Kong</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIBLIOMETRIC ANALYSIS OF THE WOS LITERATURE ON RESEARCH OF SCIENCE TEACHER FROM 2000 TO 2017</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%">bibliometric analyses</style></keyword><keyword><style  face="normal" font="default" size="100%">science teacher research</style></keyword><keyword><style  face="normal" font="default" size="100%">Web of Science</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1571128120.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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%">In order to explore the development of research of science teacher(RST), 904 articles from the Web of Science (WoS) core set based on bibliometric methods through R software were analyzed in this research. Specifically, it examined the co-occurrence relations of countries/regions, major journals, most cited references, and hot keywords from the macroscopic, mesoscopic and microscopic level of RST. The results showed that the core strength of RST is mainly from traditional industrialized countries such as the United States, Australia, and Britain. And some top journals in science education (such as Journal of Research in Science Teaching, Science Education) has to  pay more attention on RST, it may also appeal to lots of top journals in general teacher education (such as Journal of Teacher Education, Teaching and Teaher Education). The research on science teachers was guided by several educational theories about teacher research, such as the teacher epistemological belief, reflective practice, and PCK. Moreover, theories in science education such as scientific literacy, scientific conceptual change also becomes the theoretical basis for science teachers’ teaching practice and scientific inquiry instructing. The knowledge, key competences, dispositions, and professional development of science teacher are the main keywords and hot topics in the field of RST.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">732-747</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%">Tingxuan Li</style></author><author><style face="normal" font="default" size="100%">Kari L. Clase</style></author><author><style face="normal" font="default" size="100%">Weiling Li</style></author><author><style face="normal" font="default" size="100%">Anne Traynor</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A BIOENERGY COMPETENCY ASSESSMENT TOOL: DEVELOPMENT AND VALIDATION</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%">competency assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">item response theory</style></keyword><keyword><style  face="normal" font="default" size="100%">K-12 education</style></keyword><keyword><style  face="normal" font="default" size="100%">validity evidence</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1554359811.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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%">This research is motivated by the perspective that when empirical studies and assessment frameworks inform each other, assessments can enrich science education and strengthen its connections to modern science. The research proposes a bioenergy competency assessment for science education. It uses an argument-based approach to validation. Multiple types of validity evidence were collected to support the proposed scores use and scores interpretation. Along with reporting a series of psychometric properties of response data, the findings indicated that empirical response data corresponded to the hypothesized data structure. The latent logistic scale estabished through a generalized partial credit model (GPCM) seemed useful in measuring students’ bioenergy competency.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">264-275</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%">Dušica D. Rodić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BEST PRACTICES OF ASSESSMENT AS A WAY TO PROMOTE EFFECTIVE LEARNING</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%">Conceptual Understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge examination</style></keyword><keyword><style  face="normal" font="default" size="100%">science expertise</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching practice</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1539418039.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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 conceptual understanding presents a key component of science expertise, and thus the most desirable outcome of science education process. However, reports in the literature describe the opposite reality. The viva voce assessment is probably the oldest type of knowledge examination. Yet, contemporary issues such as the continued expansion of the curricula at all levels of education, large lecture at tertiary level and many other objective reasons, have made written exams more widespread in the teaching practice. Unfortunately, this has made many students learning for tests, and many teachers teaching to the test, thus ultimately turning teaching practice into students’ preparation to test well. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">748-750</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%">Tri Jalmo</style></author><author><style face="normal" font="default" size="100%">Tri Suwandi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIOLOGY EDUCATION STUDENTS’ MENTAL MODELS ON GENETIC CONCEPTS</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%">drawing-writing test</style></keyword><keyword><style  face="normal" font="default" size="100%">genetic concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">Mental Models</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1529509132.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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%">This research aims to explore the concept of mental model of students about genetic concepts through drawing-writing test. The participants were 85 students of Biology Education at University of Lampung, which has taken genetics course. Mental model of students was categorized into five levels (levels 1-5) based on coding framework which was adapted from Kose (2008) and Saka et al. (2006).  The results showed that the most dominant mental models found in each concept through drawing-writing test (D/W) respectively were D3/W3 (drawings with misconceptions/partial understanding with alternative conceptions) on the concept of &quot;genetic materials&quot;, D2/W2 (non-representational drawings/alternative conceptions) on the concept of &quot;heredity&quot;, D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of &quot;gene expression&quot;, D2/W3 (non-representational drawings/partial understanding with alternative conceptions) on the concept of &quot;gene regulation in metabolic processes&quot;, and D1/W2 (no understanding/alternative conception) on the concept of &quot;gene regulation of the growth and development of an organisms&quot;. The results indicated that drawing-writing test can be used in probing the learning difficulties and misconseption on genetics.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">474-485</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%">Hakki Kadayifci</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BARRIERS TO STUDENTS’ CREATIVE EVALUATION OF UNEXPECTED EXPERIMENTAL FINDINGS</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%">creativity barriers</style></keyword><keyword><style  face="normal" font="default" size="100%">laboratory work</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ explanations</style></keyword><keyword><style  face="normal" font="default" size="100%">unexpected findings</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497964307.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><isbn><style face="normal" font="default" size="100%">E-ISSN 2538-7138</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Science lecturers usually do not pay special attention to giving students the chance to evaluate persistent unexpected experimental findings that they cannot explain with their existing theories, propose alternative hypotheses and develop new theories in inquiry tasks at schools, despite the importance of these processes in scientific discoveries. Students’ reactions to this type of findings have been a subject for conceptual change studies that new theories were presented to explain the findings. This research, in contrast, examined students’ ways of interpreting their unexpected experimental findings about the molar mass of the sulfur element while hiding a new theory, and their barriers to discovering the scientific explanation of these findings, which is new to them, in the framework of the creativity paradigm. The research was conducted with 155 first-year undergraduate students who were enrolled in a chemistry laboratory course. A majority of the participants said that the unexpected findings might have resulted from experimental errors or methodical problems. Few students stated that these findings might be valid and have a new explanation. The barriers to students' discovery of new scientific explanation for findings were classified as: lack of pre-knowledge, obstacles of existing structures, failure of creative cognitive processes and social-personal blocks.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">414-428</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%">Guntay Tasci</style></author><author><style face="normal" font="default" size="100%">Halil Yurdugul</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIOLOGY TEACHING THROUGH SELF-REGULATED LEARNING AND COGNITIVE STRUCTURE: AN ANALYSIS OF THE EFFECT OF LEARNING STRATEGIES FOR COGNITIVE DEVELOPMENT VIA LATENT GROWTH MODEL</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%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive structure</style></keyword><keyword><style  face="normal" font="default" size="100%">latent growth modelling</style></keyword><keyword><style  face="normal" font="default" size="100%">self-regulated learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1493049464.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</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%">This research applied the learning strategies to predict in an effect longitudinal growth of cognitive structure of students in biology. The aim of the research is to assess the effect of activating learning strategies on cognitive structures regarding biology. The research was conducted by using control group design. The sample of research was composed of 60 prospective teachers randomly assigned to the experimental and the control groups. The longitudinal data were collected every 2 weeks and 4 times in total considering the concept maps. The data were quantitatively analysed in terms of the number of concepts, connections and central concepts. Latent growth modelling (LGM) was used to analyse change in cognitive structure over time. The findings suggested that the experimental group did better in cognitive structure than the control group in terms of forming connections and central concepts. Accordingly, teaching students self-regulated learning strategies and providing support in the written material to activate the strategies influence the development of cognitive structure in a positive way in terms of the extent and the integration. Therefore, activation of the use of self-regulated learning strategies in the teaching are thought to contribute to the learning of biology.   </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%">20-31</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%">Edy Hafizan Mohd Shahali</style></author><author><style face="normal" font="default" size="100%">Lilia Halim</style></author><author><style face="normal" font="default" size="100%">Sattar Rasul</style></author><author><style face="normal" font="default" size="100%">Kamisah Osman</style></author><author><style face="normal" font="default" size="100%">Zanaton Ikhsan</style></author><author><style face="normal" font="default" size="100%">Faszly Rahim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BITARA-STEMTM TRAINING OF TRAINERS’ PROGRAMME: IMPACT ON TRAINERS’ KNOWLEDGE, BELIEFS, ATTITUDES AND EFFICACY TOWARDS INTEGRATED STEM TEACHING</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%">integrated STEM teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM facilitators</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM graduates</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1462908253.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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 Bitara-STEMTM Training of Trainer Programme is a short-term professional development programme aimed to increase STEM teachers or facilitators’ abilities to teach integrated STEM education and to increase their efficacy, beliefs and attitudes of integrated STEM teaching. The programme involves 35 facilitators, representing a broad spectrum of STEM fields. Pre- and post-test results of the participants’ beliefs, attitudes, perceived efficacy and content knowledge in the context of integrated STEM teaching revealed significant changes. The findings also revealed (i) knowledge of integrated STEM teaching to be related to facilitators’ efficacy for teaching integrated STEM and (ii) facilitators’ attitudes to be related to beliefs of integrated STEM teaching. The outcomes of this study provide evidence that a relatively short-term professional development can have a significant impact on facilitators’ beliefs, attitudes, efficacy and knowledge of integrated STEM teaching and STEM concepts.</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%">85-95</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%">Sibel Erduran</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BEYOND PHILOSOPHICAL CONFUSION: ESTABLISHING THE ROLE OF PHILOSOPHY OF CHEMISTRY IN CHEMICAL EDUCATION RESEARCH</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%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">curriculum design</style></keyword><keyword><style  face="normal" font="default" size="100%">interdisciplinary studies of science</style></keyword><keyword><style  face="normal" font="default" size="100%">philosophy of chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404720394.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The paper outlines some perspectives from the relatively new field of philosophy of chemistry and explores the implications of these perspectives for chemical education research. The paper is theoretical in nature and uses the review of literature as a methodological approach to synthesise a research territory for the applications of philosophy of chemistry in chemical education. The discussion begins with contextualization of the status of philosophy of chemistry in chemical education in general. Subsequently, the potential contributions of philosophy of chemistry in chemical education research are outlined. The argument is presented that the clarification and elaboration of important philosophical themes such as relativism and positivism are only one aspect of how philosophy of chemistry relates to chemical education research. Other contributions include the insights philosophy of chemistry can offer about the epistemological, linguistic and ethical aspects of chemistry - themes that have profound implications for how teaching and learning of chemistry are structured at the level of the classroom as well as how teacher education and curriculum design can be improved.</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%">5-14</style></section></record></records></xml>