<?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%">Soyeon Jang</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VISUAL ATTENTION IN EARLY PRIMARY SCHOOL STUDENTS DURING OBSERVATION ACTIVITIES</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%">eye-tracking</style></keyword><keyword><style  face="normal" font="default" size="100%">observation skills</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</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><keyword><style  face="normal" font="default" size="100%">visual attention</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913726</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">Scientific observation is a foundational inquiry skill in early childhood science education, yet how visual attention develops during observation tasks among lower-grade primary school students remains underexplored. This study examined whether and how visual attention during science observation activities differs across Year 1, Year 2, and Year 3 primary school students and adults in Korea. A cross-sectional comparative design was employed, using eye-tracking technology to measure fixation duration, fixation count, and gaze transitions across four tasks structured according to SAPA's hierarchy of observation skills. A total of 108 participants (Year 1: n=16, Year 2: n=35, Year 3: n=33, Adults: n=24) completed the tasks, and group differences were examined using one-way ANOVA with Scheffé post hoc tests. Year 1 students consistently differed from all other groups: they showed shorter fixation durations on target areas, more frequent gaze transitions, greater attention dispersal toward irrelevant information, and weaker top-down attentional control. Year 2 and Year 3 students generally performed comparably to adults. These findings indicate that Year 1 students are at a critical developmental stage in the development of observation ability, and suggest that the design of science observation activities and curriculum materials for lower-grade students should reflect these age-related attentional characteristics.</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%">461-474</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%">Seongun Kim</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author><author><style face="normal" font="default" size="100%">Kwangho Lee</style></author><author><style face="normal" font="default" size="100%">Ari Widodo</style></author><author><style face="normal" font="default" size="100%">Soyoung Yun</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CLIMATE CHANGE AWARENESS DIFFERENCES AMONG PRIMARY SCHOOL STUDENTS IN KOREA AND INDONESIA</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%">awareness of climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">climate change education</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-cultural comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">Indonesia</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">South Korea</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%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377591.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%">The pressing issue of climate change demands an informed future generation, yet how aware are students? This study dives into the varying levels of climate change awareness among 1,079 Korean and 2,507 Indonesian primary school students using a sophisticated survey tool developed by Lee et al. (2021). Surprisingly, while both groups exhibited high levels of awareness, significant cross-cultural differences were uncovered. Indonesian students demonstrated higher levels of action, concern, belief, attention, and policy. This stands in stark contrast to Korean students, who, despite having a higher understanding of causes and effects, showed lower levels of belief and attention to the issue. These findings not only challenge us to rethink our educational strategies but also underscore the critical role of cultural contexts in shaping environmental awareness. This comparative analysis reveals startling insights into the complexities of educating the next generation about climate change, setting the stage for urgent educational reforms.</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%">476-494</style></section></record></records></xml>