<?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%">Mutlu Pinar Demirci Guler</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SUCCESS AND FAILURE IN SCIENCE EDUCATION: A FOCUS GROUP STUDY ON TURKISH STUDENTS</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%">focus group</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">science courses</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811217.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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%">This study aims to investigate primary school students' success and failure in science courses. The participants of the study included 24 students enrolled in the 8th grade of a secondary school and focus group interviews were held. It was observed in the study that the successful students focused more on science and mathematics classes, while the unsuccessful students did more on verbal classes. Considering the topics the successful group considered related to the science class, the students in the successful group focused on the knowledge that made their life easier and that they could use in their life, while the unsuccessful group paid more attention to the importance of the topic. Moreover, it was observed that both groups used similar learning strategies. According to the findings of the study, it can be claimed that the interest and the support of the family and social environment play an important role in success in science class. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">716-729</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%">Mutlu Pinar Demirci Guler</style></author><author><style face="normal" font="default" size="100%">Ozlem Afacan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A STUDY ON DEVELOPING A BEHAVIOUR SCALE TOWARDS SUSTAINABLE ENVIRONMENTAL EDUCATION</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%">behaviour scale</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable environmental 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%">September/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168178.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%">Sustainability is a term that presented itself especially in the late 1970s, when there was a considerable increase in environmental problems. In general, it can be defined as satisfying the present requirements with a consideration into future needs without using up natural resources. It is clear that education is part of the process of achieving it. Accordingly, sustainable environmental education includes enabling individuals to gain an awareness of environmental issues, to attain certain values and attitudes, and to adopt positive behaviours. 
The purpose of this study is to develop a valid and reliable scale regarding sustainable environmental education. The study was implemented on a total of 409 prospective teachers at Ahi Evran University. It was based on the 5-point Likert scale and consisted of 29 items. The data were transferred to the SPSS 15.0. Afterwards, an exploratory factor analysis was conducted on the data. The analysis yielded that the scale had three dimensions. In addition, Cronbach’s alpha coefficient for the scale was found to be 0.944.</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%">224-235 </style></section></record></records></xml>