Exploring Teachers' Technological Pedagogical Content Knowledge as an Indicator for the Planning of In-service Teacher Training in Chemistry Education.

This study examined how teachers teaching chemistry at different levels of education perceive their levels of technological pedagogical content knowledge (TPACK) and examined the relationship of TPACK with age, gender, teaching at different levels of education, time spent teaching chemistry, and frequency of information and communication technology (ICT) use. The study involved 261 teachers, 246 women and 15 men, from all over Slovenia, who have been teaching chemistry for an average of 18 years at different levels of education, with an average age of 45 years. The results showed that teachers teaching chemistry content perceive a high level of TPACK.

Slovenian Validation of the Children's Perceived Use of Self-Regulated Learning Inventory.

The importance of self-regulated learning (SRL) has increased during the COVID-19 pandemic and measures for assessing students' self-regulation skills and knowledge are greatly needed. We present the results of the first thorough adaptation of the Children's Perceived use of Self-Regulated Learning Inventory (CP-SRLI). The inventory, consisting of 15 scales measuring nine components of SRL, was administered to a sample of 541 Slovenian ninth graders.

Effectiveness of Student Learning during Experimental Work in Primary School.

The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.