<?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%">De-An Li</style></author><author><style face="normal" font="default" size="100%">Qin Zhao</style></author><author><style face="normal" font="default" size="100%">Xiao-Qi Yang</style></author><author><style face="normal" font="default" size="100%">Wan-Mei Li</style></author><author><style face="normal" font="default" size="100%">Rui Dai</style></author><author><style face="normal" font="default" size="100%">Yang Xiao</style></author><author><style face="normal" font="default" size="100%">Bing Yu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONCEPTIONS OF LEARNING SCIENCE IN INFORMAL ENVIRONMENTS AMONG PRIMARY SCHOOL STUDENTS IN MAINLAND CHINA</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%">primary school students; Mainland China; conceptions of learning science; informal environments; phenomenographic</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/2021/987-1622791047.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%">Previous studies on students’ conceptions of learning science (COLS) have focused primarily on formal environments. In these studies, students’ COLS were positively associated with their approaches to and outcomes for science learning. However, little research has been conducted to explore students’ conceptions of learning science in informal environments (COLSIE), despite its importance to students’ academic achievement. To fill this research gap, this study qualitatively and quantitatively explored Chinese primary school students’ COLSIE. First, in Study I, interview data gathered from a group of 80 students were analysed using the phenomenographic method, and ten hierarchical categories of COLSIE emerged (e.g., communicating and explaining). Based on these categories, a survey was developed and distributed to another group of 414 students in Study II. Exploratory factor analysis was conducted to validate the survey, which revealed nine factors matching the ten categories except for the initial categories of applying and understanding. This study also revealed the commonalities and uniqueness of COLSIE in comparison with students’ COLS in formal environments. The findings suggested that informal science learning experiences may strengthen students’ impressions of science practices. Science educators are encouraged to provide their students with opportunities to engage with science practices in informal environments.</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%">407-427</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%">Shao-Na Zhou</style></author><author><style face="normal" font="default" size="100%">Lu-Chang Chen</style></author><author><style face="normal" font="default" size="100%">Shao-Rui Xu</style></author><author><style face="normal" font="default" size="100%">Chu-Ting Lu</style></author><author><style face="normal" font="default" size="100%">Qiu-ye Li</style></author><author><style face="normal" font="default" size="100%">De-An Li</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRIMARY STUDENTS’ PERFORMANCE OF STEM DOMAIN-SPECIFIC SELF-EFFICACY BELIEF AND EXPECTANCY-VALUE BELIEF</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%">expectancy-value</style></keyword><keyword><style  face="normal" font="default" size="100%">gender differences</style></keyword><keyword><style  face="normal" font="default" size="100%">grade levels</style></keyword><keyword><style  face="normal" font="default" size="100%">self-efficacy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM attitudes</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%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1629707968.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%">Most studies have concentrated in assessing students’ overall attitudes towards science, mathematics, and engineering/technology or the attitude towards individual STEM domain. The present research aims to explore primary students’ gender and grade differences of their STEM domain-specific attitudes including self-efficacy and expectancy-value beliefs, as well as their correlations. The results showed no detected significant effects among these different STEM domains in the overall attitudes, the overall self-efficacy beliefs, and the overall expectancy-value beliefs for primary students. The correlations between self-efficacy and expectancy-value were much stronger for the science domain and engineering/technology domain than the mathematics domain. No gender difference of the self-efficacy beliefs was detected except in the mathematics domain, and the result that lower primary students performed significantly better than upper primary students in the self-efficacy was also mainly contributed by the grade difference in the mathematics domain. Whereas no different expectancy-value beliefs existed across genders and grade levels in various STEM domains. The present results reported some unique performances by the primary school students compared to the elder group.</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%">677-690</style></section></record></records></xml>