Journal of Baltic Science Education

441-442

Authors: Editorial Board

Cover page, Vol. 13, No. 4, 2014, JBSE

444-447

Authors: Abdelkader Anakkar

Generally speaking, a scientific activity consists in observing phenomena of nature, quantifying the observations, measurements & modelling data, eventual theory would be birth. Each of these steps is based on a vocabulary, more or less specific to the relevant discipline, and depends on a critical way, and making use of oral-and-written scientific expressions; partially within natural language. Nevertheless, if some scientific words correspond, generally speaking, to words used in the daily life-natural language (for example weights, force, energy, work, heat etc.), it does not mean scientific concepts are discussed: i.e., reputedly difficult such as entropy, the total change in entropy or entropy production, etc. How can we make a sense of these semantic difficulties?

458-468

Authors: Ali Gunay Balim, Suat Turkoguz, Ummuhan Ormanci, Sevinc Kacar, Ertug Evrekli, Erkan Ozcan

This study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers’ views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their knowledge to daily life.

483-496

Authors: Aytekin Cokelez, Burçkin Dal, Gonca Harman

The purposes of this study were to identify students’ conceptions of chemical bonds and to determine, after instruction, the changes these conceptions undergo. The dataset for this study arises from an administered questionnaire that includes answers to three open–ended questions from 76 6th grade students and 56 7th grade students. Analysis of the qualitative data obtained through the questionnaire indicates that the majority of students had difficulty comprehending the modelisation of chemical bonds and that levels of interpreting these concepts of chemical bonds was much lower than what is required at the end of these different grades. The study showed that students have similar conceptions of bonding affinity expressed though a language of kinship and convenience, as used in 17th century. Additionally, the students’ conceptions also reflect the 18th century’ macro level concept of affinity expressed through the notion that likes attract.

508-522

Authors: Erika Homoki, László Sütő

Despite the long history of the science of geography, its current educational position is uncertain. Meanwhile, it offers knowledge elements useful in everyday life, required for literacy in natural sciences. The subject is unique in giving information necessary for orientation in the social-economic field and reveals the relationship between the society and the environment. In Hungary the public educational requirements for a subject include the incorporation of social scientific results or the transfer of integrated knowledge founding such results. This requirement is met fully in the curriculum of geography, however, continuously decreasing the number of lessons reduces its efficiency. The questionnaire survey covering 1218 respondents focuses on the position of geography as a subject in public education and on the opinion regarding the knowledge it provides and assesses the depth of geography people have from what they learnt in school.

535-543

Authors: Irena Delčnjak Smrečnik, Samo Fošnarič, Branka Čagran

The study deals with material support for practical work in science classes in Slovenian primary schools (grades 1-5). It answers the question of why there are differences in national tests in terms of socioeconomic development of the environment, despite the fact that schools are equally well equipped. There are two groups of teachers: in less-developed regions (N=337) and in more-developed regions (N=160) – the criterion is the “the development risk index.” Material research equipment in Slovenian schools is poor. Socioeconomic development does not affect the perception of problems such as: the lack of materials and equipment, oversized groups, poor spatial conditions, and the absence of an assistant. Equipment is provided by schools, while material is brought by the pupils themselves. Comparison has shown that students in more developed environments bring their own material more frequently, which enables more research activities. It was concluded that despite the fact that the material conditions in all Slovenian schools are similar, there are differences in the development level of inquiry skills. In more-developed regions, students compensate the lack of material by providing aids from their home environment.

559-572

Authors: Eija Yli-Panula, Eila Matikainen

In this survey Finnish lower and upper secondary education students´ and student teachers´ (n=514) knowledge of the animal names (species) in relation to ecosystems was studied using a questionnaire. The results were interpreted with regard to the biodiversity of the ecosystem. Nordic fen, spruce-dominated coniferous forest, tropical rainforest, and savannah were studied. The respondents were aware of animals living in the four ecosystems, especially of mammals and birds. The animals of the indigenous Nordic fen were the least known, as evidenced by the low average number of the names and the highest number of falsely named animals. Furthermore, the animals of the savannah were the best known by the students in lower and upper secondary education, while the animals of the spruce-dominated coniferous forest were best known by student teachers. The invertebrates were nearly forgotten from all ecosystems, although they are an essential part of biodiversity and food chain/web. Research results show that students’ knowledge of the animals in relation to their autecological matters should be improved in all information sources provided.

583-588

Authors: Editorial Board

End page, Vol. 13, No. 4, 2014, JBSE

293-294

Authors: Editorial Board

Cover page, JBSE, Vol. 13, No. 3, 2014

296-297

Authors: Peter Heering

During the 20th century, the sciences have been considered as disciplines that are significantly distinct from the humanities, C.P. Snows term of the “two cultures” has become the key word for this development. However, recent science studies produced arguments for the thesis that sciences are also a cultural activity. As a consequence, science and the related practices become time dependent – what was an accepted scientific practice in a particular period would not meet the standards of another period. Understanding science as a cultural activity poses several challenges to educators, but offers also opportunities. One approach that meets these opportunities is the implementation of the history of science in science education. In the following, two specific approaches in this respect will be discussed: storytelling and the reenactment of historical experiments.

316-326

Authors: Fatma Sasmaz Oren, Ummuhan Ormanci

In this study, it is aimed to identify science and technology pre-service teachers’ ideas about the digestive system by using the drawing method. The study was conducted with 95 third and fourth grade pre-service teachers studying at science and technology teacher education department. In the study, a drawing test and The Draw -A-Digestive System Test Rubric (DADST-R), which is developed by the researchers for the analysis of drawings, were used. The scores that science and technology pre-service teachers get from DADST-R are examined in terms of sub-dimensions and the dimension they are best at is found to be digestive system organs while the dimension they are having the most trouble with is establishing connections among digestive system organs. Based on these results, some suggestions were given with regards to the role of the digestive system in the education system.

339-350

Authors: Emine Çil

The study investigated the influence of conceptual change approach on elementary students’ views of certain aspects of nature of science (NOS). In this study, conditions of conceptual change were provided through the use of conceptual change texts and concept cartoons. In addition, this study compared the influence of the conceptual change approach to that of the explicit reflective inquiry-oriented and implicit instructional approaches in the teaching of NOS. The research was conducted with seventh-grade students (aged 12-13 years) at a school in Turkey’s Aegean region. A total of 69 students participated in the study. The students’ views of NOS were assessed using a questionnaire, (the Views of Nature of Science Elementary Level Scale) as pre-test and post-test in conjunction with data from semi-structured interviews. This study reveals that the best way to remedy the naïve views of students on NOS is a conceptual change framework.

361-380

Authors: Ján Záhorec, Alena Hašková, Martin Bílek

During the last decades, multimedia assisted teaching has expanded to all types and levels of schools. The authors dealt with a question whether there is a possibility through the application of multimedia teaching materials in the natural science school subjects to eliminate students' negative attitudes to these subjects. To answer this question, a research was carried out in which the attention was paid to possibilities to eliminate students` negative attitudes to physics as the most unpopular school subject. The authors show how various aspects of students` opinion on physics can be changed due to the use of animations and interactive simulations of the physical phenomena in the teaching process. For the pedagogical intervention two kinds of multimedia teaching materials were used. The difference between them was in the level of their interactivity. Within the research students` attitudes to physics through the given explored aspects were assessed twice, once before the multimedia teaching material pedagogical intervention and the second time after it. As the research results show, although it is possible to certain rate to eliminate students` negative attitudes to physics, this possible elimination depends also on the level of the intractivity of the used multimedia teaching materials.

394-410

Authors: Murat Demirbaş

The main purpose of science education is to enable students to connect concepts with daily life and establish relations between the concepts. Thus, many implementations related to constructivism have been carried out. The aim of the study is to explore how students’ conceptual perceptions related to “Force and Motion” subject changed with meaningful learning. Pre-test -post test single group design, one of the experimental research designs, were used in the research. In order to interpret the students’ results in meaningful learning process, Conceptual Perception Test related to Force and Motion subject (CPTFM) was developed and the test was composed of five open-ended questions. The content of the items in the test was developed in such a way to include “Action-Reaction Law”, “Gravity”, and “Pairs of Balanced Forces.” The points obtained from the evaluation instrument were evaluated according to the levels created by the researcher. 35 students in their third year of study in the Department of Science Teaching participated in the study. The results of the study revealed that meaningful learning activities made positive contributions to pre-service teachers’ conceptual perceptions related to force and motion concepts.

425-435

Authors: Elif Atabek-Yiğit, Nesibe Köklükaya, Melike Yavuz, Eda Demirhan

In this study, the development and validation of the Environmental Literacy Scale for Adults (ELSA) is explained. The data were collected from 332 adults whose ages ranged from 18 to over 56. The principal component analysis rotated to varimax rotation was used to obtain evidence for the validity of the scale. The scale was composed of 20 items and had three main dimensions: “environmental consciousness”, “environmental anxiety” and “environmental awareness”. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of 0.881 for the whole of the scale, 0.807 for the first dimension, 0.765 for the second dimension and 0.715 for the last dimension. Considering the results obtained from the validity and reliability studies, it can be asserted that ELSA can be used to determine adults’ views and levels of environmental literacy.

149-150

Authors: Editorial Board

Cover page, Vol. 13, No. 2, 2014, JBSE

152-154

Authors: Jack Holbrook

It has been traditional to educate students in school, especially secondary schools, through subject domains and within lessons named according to the domain. Today in most countries, science lessons are offered in the curriculum, specified as science, or one of its sub-components e.g. biology, chemistry, physics, or perhaps a combination of these e.g. physical science. It does not have to be this way, of course, as can be amplified by the concept of an integrated day, implemented at the primary level in a number of countries. So what is intended in science lessons? A traditional view is that they are about information and concepts so as to provide an intellectual background for further subject learning at a higher level. This especially came about when education was selective and not all students were able to successfully compete for the opportunity to progress to the higher levels of learning. But even today, in systems where education is intended for all (and usually compulsory up to 15/16 years of age), content knowledge and conceptual understanding seems to prevail. One look at the standard science textbook will show chapter headings dominated by the subject and with heavy use of scientific terminology.

165-181

Authors: Cemal Tosun

The purpose of this study was to develop a scale to identify the levels of knowledge, perception and awareness of chemical hazard symbols of participants from a variety of backgrounds and ranging in age from 12 years to 40 and over. Experts were consulted for the contextual and the language validity of each item on the scale. In line with the opinions of the experts, the scale, consisting of a total of 25 items distributed under four sections, was applied to 462 participants of all age groups, so as to calculate the discrimination and difficulty indexes. In order to decide whether the third section of the scale is one-dimensional or two-dimensional, data obtained from the 13 multiple-choice questions constituting this section were examined using confirmatory factor analysis. Afterwards the items constituting the second and the third sections of the scale were tested in terms of their reliability. Finally, a useful scale of 24 items in four sections was prepared with tested validity and reliability.

191-200

Authors: Vassiliki Ntalakoura, Konstantinos Ravanis

The research presented here studied preschool children’s representations of light. A teaching intervention was also carried out, with an aim to construct in children’s thinking a precursor model according to which light is recognized as an autonomous entity, which is independent of the light sources and the results it causes. The teaching intervention was conducted through the use of special software created in a scratch environment. The study, consisting of three phases (pre-test, teaching intervention and post-test), included 30 children aged 4-6 years. The results of the research showed that in the children’s initial mental representations light is identified mainly with light sources. After the teaching intervention, a large percentage of the children had constructed a precursor model which was compatible with the scientific one, based upon which children recognize light as an autonomous entity.

216-230

Authors: Dilek Erduran Avci, Nazmiye Sadiye Onal, Muhammet Usak

The purpose of this study is to examine teacher opinions about science-technology-society-environment (STSE) acquisitions in Turkish Science and Technology Course Curriculum (TSTC). For this purpose, semi-structured interviews were performed with teachers. The participants were addressed questions about their awareness of STSE acquisitions and their in-class activity about these acquisitions. Learning fields of the teachers, the contents of these fields and the opinions of the teachers about STSE pointed out that their awareness level about STSE acquisitions was low. On the other hand, most of the teachers stated that there was enough and comprehensible information about STSE acquisitions in TSTC. The results of this study revealed that most of the teachers were not able to realize these acquisitions in the courses because of a lack of time or equipment and overcrowded classes.

243-258

Authors: Nermin Bulunuz, Mızrap Bulunuz, Hanife Peker

This study had three main purposes, to (a) determine students’ understanding of basic physics concepts, (b) analyze the science concepts and their connection to real-life context in science curricula and teaching materials, (c) evaluate effect of formative assessment probes on students’ understanding of selected key concepts. Subjects were 197, 8th grade students who had studied five basic physics concepts. To evaluate students’ understanding, a questionnaire consisting of formative assessment probes was administered with 4 multiple choice and 4 open-ended questions. Findings indicated that students had poor conceptual understanding of the concepts. Science curriculum, analyzed in terms of application to real-world contexts, indicated that textbooks included few practical explanations. In an intervention, one public school received formative assessment probes integrated with extra-curricular hands-on science instruction. Pre-post data showed significant increases in students’ understanding of basic physics concepts. Finding that these students significantly out-performed other groups implies: (a) the need to include students’ prior learning in instruction and (b) the need for more learning time to apply understanding of concepts to real-world contexts.

276-288

Authors: Derya Çobanoğlu Aktan, Emrah Oğuzhan Dinçer

The purpose of this study was to investigate pre-service science teachers’ understanding levels of Kepler’s second and third laws. The participants of the study were 38 pre-service science teachers who attended introductory astronomy class in their teacher education program. The participants’ understandings of Kepler’s laws were examined by their answers to ranking tasks, which required participants to rank the situations given in the question, and then to explain the reasons behind their answers. The findings showed that the participants’ understanding levels ranged from partial understanding with alternative conceptions to sound understanding. Moreover the number of the participants with partial understanding with alternative conceptions exceeded the participants with sound understanding. The participants’ explanations to ranking tasks also indicated that although participants knew the classic statements of Kepler’s laws, they had also alternative conceptions. Five different alternative conceptions were identified from the participants’ explanations. Two of them have not been reported in previous studies.

1-2

Authors: Editorial Board

Cover, JBSE, Vol. 13, No. 1, 2014

4-5

Authors: Ryszard M. Janiuk

Science education is continuously changing in terms of goals, curricula and teaching methods. Such changes stem from major educational reforms and the development of new theoretical concepts related to science teaching. It has been long emphasised that the implementation of these changes in schools depends on the teachers, who need to identify with and support the innovations which are to be introduced, and to feel that change is necessary. An active involvement of teachers in the process of designing, developing and implementing innovation is one of the indicators of a sense of "ownership", which in this case can be understood as identifying with the innovation, feeling as if one is its owner. This psychological state can be achieved thanks to teachers’ investment in the innovation, and has the potential to reduce resistance and create a better climate for change. Ownership can have a considerable impact on teachers' involvement in further changes, if they notice that innovation has a positive influence on the effects of their work. Ownership also has a beneficial impact on their working environment, motivating other teachers to implement the desired change and thus helping spread the change throughout the teacher community. That is why teachers' ownership is often discussed together with sensemaking and agency, which influence teachers' attitude towards innovation. The issue of developing a sense of ownership is not limited to teachers, as in today's world many professions require constant adjustment to change, and personal involvement in introducing innovation is often necessary for being efficient and successful at work.

19-31

Authors: Mario Mäeots, Margus Pedaste

Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills.

46-58

Authors: Mustafa Serdar Köksal, Canan Tunç Şahin

In this study, the purpose is to describe advanced students’ motivational status to learn Nature of Science (NOS) and their understandings on NOS by using Ranking Questionnaire for “interest” and “importance” and modified version of Views on Nature of Science Questionnaire. The results indicated that the participants did not see NOS as an important subject compared to mathematics, science and social science subjects. Moreover, the participants were more interested in mathematics and science subjects than in NOS subject. The results on NOS understandings also showed that the participants were transitional in terms of “evidence and observation based science” and “subjectivity” while they had informed understandings on “place of imagination and creativity in science”. They were also naïve in terms of “existence of one method in science”, “no hierarchy between theory and law”, “tentativeness” and “difference between observation and inference”. The results explained an important motivational problem to implement any NOS teaching methods to change misunderstandings.

75-90

Authors: Boris Aberšek, Bojan Borstner, Janez Bregant

The findings of cybernetic pedagogy and didactics developed in the 1970s, which were in those times limited due to poor technological capabilities, are taken as a starting point in this research. A revised version of cybernetic pedagogy is proposed and is used to develop the hybrid cognitive model presented. It is not based purely on the symbolic notation of the teaching algorithm alone, as done in the past, but also on the connectionist model of our cognition, which draws on the brain’s characteristics and their physiological and functional structure, such as parallel data processing, content associative memory and divided presentations. The learning process algorithm can be, on the basis of this idea, re-defined as a hybrid cognitive model, i.e. a combination of a symbol system and a neural network, and named mRKP. The article concludes that an intelligent artificial tutor can independently, i.e. without the need for reprogramming, accommodate the learning process to the needs and possibilities of an individual student if it uses mRKP as its basis, and can eventually replace a human tutor in some situations, but a human teacher must decide where and when it should be used.

105-117

Authors: Selami Yangin, Sabri Sidekli, Yasin Gokbulut

This study reported herein aimed to reveal prospective teachers’ misconceptions about classification of plants and the effect of pre-service education program on their correct conceptions of this biological issue. Prospective teachers majoring in Elementary School Classroom Teacher Education constituted the target population of this study during the fall semester of the 2012-2013 academic years from Turkey. In order to reveal the difference between the misconceptions of prospective teachers who are at the beginning and at the end of their university education, the research was conducted as a cross-sectional study (78 first and 84 fourth class). The results showed that the prospective teachers in both groups have misconceptions and considerable confusion over the concepts of without-seed plants, seedy plants, vascular plants, non-vascular plants, gymnosperm plants, angiosperm plants, fruit and vegetable. In addition, the pre-service education did not seem to have an important effect on correction of prospective teachers’ misconceptions about classification of plants. In this context, prospective teachers are graduated with misconceptions about classification of plants.

133-145

Authors: Maria Ledzińska, Jordi Mongay Batalla, Maciej Stolarski

The present research aimed to determine whether the cognitive style of reflection – impulsivity (R-I) diagnosed in a standard way also manifests itself in the Internet environment. A special task was designed that involved searching for particular information on the Internet. Science students took part in two studies (pilot study, n=11, and replication, n=37). Data analyses revealed that indicators of performance in the simple computer task allow the differentiation of respondents in terms of the R-I dimension. The time spent on reading the command and thinking of a strategy for obtaining the information revealed a high correlation with R-I. The amount of explained R-I variance reached 82%, indicating that the online searching task is a valid indicator of this cognitive style. The practical conclusion is that the Internet environment may be used in cognitive styles’ assessment which, in turn, may lead to creating interactive, cognitive style-friendly hypermedia learning facilities.

709-710

Authors: Editorial Board

Cover, JBSE, Vol. 12, No. 6, 2013

712-715

Authors: Paolo Bussotti

My research fields are history of mathematics and science, mainly physics and astronomy. I have also published some works on mathematics and physics education (as to these works see Bussotti 2012a; Bussotti 2012b; Pisano-Bussotti, 2012; Bussotti 2013). I have often wondered which role history of science can have inside science education, basically referring to high school and university students. This subject dates back at least at the second half of the 19th century when an important debate took place in Europe as to the most appropriate manner to teach Euclidean geometry. There were various positions: scholars who thought Euclid (fl. 300 BC) had to be completely abandoned, others who believed that the Elements had to be almost literally taught and, between these two opposite extreme opinions, a series of intermediate ones existed (for this problems see Bussotti, 2012a, where a series of references is presented, too). The discussion on the role of history of science/mathematics inside science/mathematics teaching is hence a long period debate and I have no pretension to provide an answer, but only to point out some questions and to develop a reasoning around them.

730-746

Authors: Serap Ergin, Şengül Atasoy

The purpose of this study is to determine pupils’ misconceptions about the electricity and the effects of 4MAT teaching method on these misconceptions. For this purpose, a non-equivalent pretest-posttest control group design was adopted and a three tier test with a sample of 100 ninth grade pupils was used to detect pupils’ misconceptions about the electricity. The analysis of the data showed that pupils have the following misconceptions; local reasoning, attenuation model, empirical rule model, shared current model, current-potential difference confusion, short circuit misconception, current flow as water flow, power supply as a constant current source model and sequential reasoning etc. It was determined that the frequency of most of the misconceptions decreased after the application of the innovation. A greater fall was observed in the experimental group which suggests that the 4MAT teaching method was more effective than the traditional method in reducing misconceptions. Based on the results of this study, investigation of the effects of 4MAT teaching method on other complicated subjects of physics such as magnetism, regular circular momentum is suggested for further studies.

759-773

Authors: Uladzimir Slabin

Knowing students' opinions about instructor's screen sharing via various media is important for developing online science courses including chemistry. This study examined university students’ opinions about the idea and the practice of instructor’s screen sharing via websites on example of join.me, VoIP-applications on example of Skype, and multi-user 3D virtual environments on example of Second Life. It was conducted during summer course of General Chemistry at University of Oregon College of Arts and Sciences in Eugene, USA, for two consecutive years, 2001 and 2012. The data were collected through an online 14-item 4-point Likert-type questionnaire and students’ reviews. It was found that students have primarily positive opinions about screen sharing regardless of their gender, major, residence, and employment status. Join.me was found to be the most and Second Life to be the least favored media for screen sharing. Students with higher final grades provided more positive opinions.

784-792

Authors: Nazan Kunduz, Nilgün Seçken

The purposes of this study are to develop a computer-assisted instructional material, which involves animations, virtual lab and educational computer applications, based on 7E learning model towards the methods of Mohr and Volhard in the unit “precipitation titrations” delivered in some quantification chemistry courses and to identify the effects of this material on student achievement. The study employs the design of quasi-experimental with control and experiment groups to which pre- and post-test were administered. The participants of the study includes 89 vocational high school students. The data were collected through the administration of the test which was used as both pre- and post-test. The Cronbach alpha coefficient of the achievement test was found to be 0.756. The findings obtained were analysed through t-tests. The findings indicate that post-test scores of experiment group and control group on the achievement test were statistically significant different. This difference indicates that the software has positive effects on student achievement.

803-812

Authors: Miro Puhek, Matej Perše, Tina Vršnik Perše, Andrej Šorgo

In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues.

829-839

Authors: Veronika Machková, Martin Bílek

The wide development of the information and communication technologies provides conditions for using various digital learning objects in education. In Chemistry learning and teaching computer simulations are used for increasing clearness in Chemistry lessons and for supporting experimental activities in laboratory work. For this analysis the topic of acid-base titration was chosen. The research sample included educational simulations of acid-base titration available free on the Internet. In total 35 educational simulations of acid-base titration were found and used for didactic analysis with following research questions: What can be learned from educational simulations of acid-base titration? and How can didactic analysis of different kinds of simulation help to teacher and learner? In the research results of didactic analysis of 35 examples of acid-base titration simulators are presented. Resulting from the analysis we find three different types of educational simulations of acid-base titration with a specific use in Chemistry lessons: (1) simulations of experiments; (2) generators of titration curves according to the user’s choice; (3) presentations of one titration. The summary of all analysed simulations and proposals of their educational applications is available from the web site http://titrace.wz.cz.