<?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%">Şenel Çoruhlu, T.</style></author><author><style face="normal" font="default" size="100%">Muammer Çalık</style></author><author><style face="normal" font="default" size="100%">Er Nas, S.</style></author><author><style face="normal" font="default" size="100%">Büşra Bilgin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING SCIENCE PROCESS SKILLS OF STUDENTS WITH MILD INTELLECTUAL DISABILITIES</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%">mild intellectual disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</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%">April/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1681287618.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%">Relevant literature has an unexplored question on how prediction-observation-explanation (POE) worksheets affect science process skills of students with mild intellectual disabilities (SMID). Therefore, this research aimed to examine the effect of POE worksheets developed for the “matter and its nature” subject on SMID’s science process skills. Through pre-experimental research design, 12 fifth grade SMID participated in the research. To collect data, the researchers used science process skills development forms and rubrics to score their observations. During the teaching intervention, SMID implemented three POE worksheets, which included buzz 22 technique in the ‘prediction’ stage, hands-on experiments and QR codes in the ‘observation’ stage and snowball, learning gallery or card showing techniques in the ‘evaluation’ stage. The results indicated that the POE worksheets are effective at developing SMID’s science process skills of the &quot;matter and its nature&quot; subject. This research recommends that future comparative research should unveil how the POE worksheets with/without active learning techniques impact the SMID’s SPS.   </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%">323-336</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%">Şenel Çoruhlu, T.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE SCIENCE TEACHERS’ CONCEPTIONS OF THE &quot;CONDUCTION OF HEAT IN SOLIDS&quot;</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%">conduction of heat in solid</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-age study</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</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%">April/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1497156077.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%">There has been various researchers focus on “heat transfer&quot;. &quot;Convection, radiation and conduction&quot; discussed as mere elements of the wider object of analysis in these research. Given the lack of sufficient emphasis on conduction in solids, no cross age research conducted with pre-service science teachers supported by drawings, interviews, and open-ended questions could be found. Employing a cross-age design, this research determined pre-service science teachers' (PSTs’) conceptions in the &quot;conduction of heat in solid&quot;.  The sample group of the research consists of 257 PSTs (first year student-n=55; second year student-n=76, third year student-n=56, and fourth year student-n=70) selected from Department of Science Education in Fatih Faculty of Education at the Karadeniz Technical University in the city of Trabzon in Turkey. Conceptual understanding test and semi-structured interview were used in the data collection process. The test including two questions was administered to 257 PSTs from different years. Semi-structured interview including one question was conducted with 16 voluntary PSTs (4 students from each grade level). The research found that PSTs had difficulties in terms of describing and showing the movement of the particles of solid under the impact of heat. In the light of the findings, it can be suggested that animations should be used to the teaching of the movement of the particles under the impact of heat. </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%">163-174</style></section></record></records></xml>