<?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%">Yongjun Jeong</style></author><author><style face="normal" font="default" size="100%">Da-yeon Yoo</style></author><author><style face="normal" font="default" size="100%">Lim, S.-M.</style></author><author><style face="normal" font="default" size="100%">Hyonyong Lee</style></author><author><style face="normal" font="default" size="100%">Youngshin Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARISON OF TEACHING AND LEARNING CONCEPT NETWORKS RELATED TO ECOSYSTEM COMPOSITION IN UPPER SECONDARY SCHOOLS IN REPUBLIC OF KOREA</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%">connection network</style></keyword><keyword><style  face="normal" font="default" size="100%">ecosystem composition</style></keyword><keyword><style  face="normal" font="default" size="100%">learning concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4659914</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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%">Learning in the classroom is mainly done through verbal interaction. Since science learning is a subject in which it is difficult for students to acquire knowledge on their own, teacher guidance in class is more important. This study aimed to compare teaching and learning concept networks for the ecosystem-related content taught in upper secondary schools in the Republic of Korea. This content is divided into two classes—namely, ‘Ecosystem Components’ and ‘Interactions between Ecosystem Components’. The key concept and connection networks for teaching and learning concepts were analysed. The study participants were 10th-grade students and three teachers who taught them. The teacher’s class content was recorded, while the students’ learning concepts were examined using a questionnaire. The collected data were analysed using NetMiner 4.0. The results of this study are as follows: First, the teachers and students predominantly shared the concept of the entire ecosystem; however, the detailed structures of the concept networks differed. Second, the teacher did not clearly teach the concepts of the ‘Ecosystem Components’ and ‘Interactions between Ecosystem Components’ classes and utilised the concepts repeatedly. Third, the follow-up learning content impacted the pre-learning. These findings suggest that teachers need to clearly divide concepts into each topic when teaching. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">905-917</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%">Lim, S.-M.</style></author><author><style face="normal" font="default" size="100%">Hyunju Chun</style></author><author><style face="normal" font="default" size="100%">Hyonyong Lee</style></author><author><style face="normal" font="default" size="100%">Youngshin Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING CONCEPT NETWORKS IN THE PHOTOSYNTHESIS BASED ON STUDENTS’ COGNITIVE LEVELS</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%">cognitive level</style></keyword><keyword><style  face="normal" font="default" size="100%">concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">connected concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">learning concept</style></keyword><keyword><style  face="normal" font="default" size="100%">photosynthesis</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724480174.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">An important educational goal is enabling students to learn scientific concepts. The scientific concepts learned in class are developed within students’ cognitive structures. Despite the successful application of Semantic Network Analysis (SNA) to study these cognitive structures, there has been limited examination of students' concept networks based on their individual characteristics. Therefore, this study aims to evaluate the differences in students’ characteristics based on their cognitive levels, which influence their thinking and behavior. To analyze these differences, this study compares concept and connected concept networks, focusing on photosynthesis, a challenging life sciences topic. The study’s results indicate that students could not clearly distinguish concepts by subtopic, but there were changes in the concept network after class. Although the types and number of concepts students knew were similar depending on their cognitive level, the concept network structure differed. Additionally, some students could not distinguish between similar concepts. Thus, teachers are advised to differentiate between similar concepts during instruction and address personal variables such as students' cognitive levels.</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%">658-678</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%">Youngshin Kim</style></author><author><style face="normal" font="default" size="100%">Yun-hye Lee</style></author><author><style face="normal" font="default" size="100%">Hyonyong Lee</style></author><author><style face="normal" font="default" size="100%">Lim, S.-M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ALIGNMENT OF CONCEPTS OF MEIOSIS AMONG CURRICULUM, TEXTBOOKS, CLASSROOM TEACHING AND ASSESSMENT IN UPPER SECONDARY SCHOOL IN REPUBLIC OF KOREA</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%">concepts’ alignment</style></keyword><keyword><style  face="normal" font="default" size="100%">meiosis concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">semantic network</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1652206452.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</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%">If the concepts used in curriculum, textbooks, classroom teaching, and assessment are not consistent, students may have difficulty in understanding the concepts of science correctly and this may lead to the formation of misconceptions. The purpose of this study is to measure the alignment of science concepts by analyzing the semantic networks of curriculum, textbooks, classroom teaching, and student assessment with respect to the contents on meiosis as covered in Life Science I. The semantic network method using the NetMiner 4.0 program was applied. 11 concepts were extracted from the curriculum commentary. The textbook presented 36 concepts; classroom teaching presented 54 concepts; a total of 23 concepts were presented from assessment. With respect to alignment of relevant concepts, 6 (gamete, chromosome, meiosis, gene, daughter cell and cell division) were linked to all 4 sources (curriculum, textbooks, classroom teaching, and assessment). These concepts are mainly used to explain the process of meiosis. It is concluded that the key concepts of meiosis exhibited alignment in curriculums, textbooks, classroom teaching and assessment. However, there are many concepts used only in textbooks and classroom teaching. The greater number of concepts in textbooks and teaching can become one of the causes of a deficit in learning.</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%">232-244</style></section></record></records></xml>