<?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%">Şafak Uluçınar Sağır</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PRIMARY SCHOOL STUDENTS’ ATTITUDE AND ANXIETY TOWARDS SCIENCE</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%">anxiety towards science</style></keyword><keyword><style  face="normal" font="default" size="100%">attitude towards science</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419167461.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study, the relationships between the attitudes and anxieties of 6th, 7th and 8th grade students about science have been examined. The data have been gathered from a personal data form, anxiety towards science and attitude towards science questionnaires. The effects of such factors, as obtaining assistance with science and technology from outside the classroom, age, gender, class level, school-type variables have been investigated according to their impact on the attitudes and perceptions of the students towards science, and on their anxiety towards science. It has been found that when the students received science-related assistance, it caused significant differences in their attitudes toward science and related anxieties, yet there was no significant difference in terms of gender. Moreover, school-type and class level affect students' attitudes and anxieties towards science. It is believed that increasing the positive science attitudes of the students and decreasing their anxiety will improve success.</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%">127-140 </style></section></record></records></xml>