<?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%">Hyojeong Hwang</style></author><author><style face="normal" font="default" size="100%">Jun-Ki Lee</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRESERVICE TEACHERS' DECISION-MAKING ON INVASIVE SPECIES MANAGEMENT: A KNOWLEDGE–ACTION DISCONNECT ACROSS CONTEXTS</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%">biology teacher education</style></keyword><keyword><style  face="normal" font="default" size="100%">decision-making</style></keyword><keyword><style  face="normal" font="default" size="100%">ecosystem disruption</style></keyword><keyword><style  face="normal" font="default" size="100%">invasive species</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">scenario-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765168</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%">Decisions about invasive species management often require individuals to balance ecological knowledge with ethical considerations and practical constraints, particularly in everyday and educational contexts. Grounded in frameworks of ecological literacy and socioscientific issues, this study conceptualizes invasive species management as a context-dependent decision-making process that integrates scientific knowledge, ethical reasoning, and professional judgment. Using scenario-based inquiry, 191 Korean preservice biology teachers responded to two contrasting situations involving red-eared slider turtles (Trachemys scripta elegans): managing an abandoned pet in a household context and addressing overpopulation within a school breeding program. Qualitative content analysis revealed notable discrepancies between preservice teachers’ understanding of invasive species and ecosystem-disrupting species, as well as inconsistencies between articulated ecological concerns and recommended actions. Decision-making patterns differed markedly by context, with household scenarios shaped primarily by emotional and practical considerations, whereas institutional scenarios emphasized professional responsibility and institutional management. These findings highlight persistent gaps in preservice teachers’ understanding of invasive species management and demonstrate the powerful influence of context on professional judgment. The study highlights important implications for science teacher education, particularly the need to foster integrated decision-making competencies that connect ecological understanding, ethical reasoning, and context-sensitive decision-making for managing invasive species.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">39-54</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%">Hyojeong Hwang</style></author><author><style face="normal" font="default" size="100%">Jun-Ki Lee</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ECOLOGICAL SCIENTISTS' DECISION-MAKING UNDER UNCERTAINTY AND IGNORANCE: IMPLICATIONS FOR BIOLOGY 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%">adaptive expertise</style></keyword><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">decision-making patterns</style></keyword><keyword><style  face="normal" font="default" size="100%">ecological experts</style></keyword><keyword><style  face="normal" font="default" size="100%">post-normal science</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific ignorance</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific uncertainty</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%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713337</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%">Ecological scientists routinely make decisions in contexts where scientific uncertainty and ignorance constrain available evidence, yet empirical research on how they judge such situations remains limited. Understanding these decision-making processes is critical because ecological crises—such as biological invasions and chemical accidents—require rapid action despite incomplete information. Accordingly, this study aimed to examine how ecological field experts respond cognitively, emotionally, and behaviorally to different uncertainty-laden scenarios. The study involved 16 ecological field experts from a single national context (with an average experience of 22.0 years), specializing in amphibians, reptiles, freshwater fish, and birds. Data were collected using three scenario-based instruments representing increasing levels of uncertainty, risk, and urgency, and analyzed through constant comparative analysis. Four distinct decision-making types emerged: Consistent Knowledge-Seekers (25.0%), Risk-Escalating Responders (25.0%), Action-Oriented Responders (25.0%), and Policy-Focused Responders (25.0%). As risk increased across scenarios, the research orientation decreased from 93.8% to 43.8%, while the preventive/management orientation increased to 56.2%. Additionally, emotional responses intensified to 25.0% in the high-risk scenario. These findings underscore the importance of biology education in leveraging uncertainty as a learning resource and fostering students’ contextual scientific reasoning, adaptive expertise, and communication competencies.</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%">1132-1147</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%">Sein Shin</style></author><author><style face="normal" font="default" size="100%">Jun-Ki Lee</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACTORS AFFECTING KOREAN BIOLOGY TEACHERS' INTENTIONS TO TEACH DISSECTION</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%">intention to teach dissection</style></keyword><keyword><style  face="normal" font="default" size="100%">partial least squares structural equation modelling (PLS-SEM)</style></keyword><keyword><style  face="normal" font="default" size="100%">South Korean biology teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching dissection</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%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575706</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%">Even as regulation policies prohibiting educational dissection have become more prevalent, some teachers continued to express an intent to perform it. This study attempted to empirically explore how biology teachers' intentions to teach dissection are constructed, focusing on four factors: the perceived educational effectiveness of dissection, self-efficacy in teaching dissection, concerns about dissection, and perceived effectiveness of alternatives. Survey data from 124 Korean biology teachers were analyzed using partial least squares structural equation modeling. The results revealed that the perceived educational effectiveness of dissection strongly predicted intentions to teach dissection, both directly and indirectly, through teachers’ self-efficacy. Conversely, concerns about dissection did not directly impact intentions, but indirectly diminished them by reducing self-efficacy and enhancing the perceived effectiveness of alternatives. These results suggest that biology teachers’ intentions to teach dissection are resilient as long as they perceive the educational effectiveness of dissection. Thus, it is crucial not only to emphasize concerns about dissection and the effectiveness of alternatives, but also to highlight the critical evaluation of the educational effectiveness of dissection in order to effectively mitigate teachers' psychological resistance towards regulatory policies. </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%">706-720</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%">Hyojeong Hwang</style></author><author><style face="normal" font="default" size="100%">Jun-Ki Lee</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">JUDGING INVASIVENESS UNDER SCIENTIFIC UNCERTAINTY: VALUE ORIENTATIONS AND REASONING PATTERNS OF PRE-SERVICE BIOLOGY TEACHERS ON THE GOLDEN APPLE SNAIL</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%">decision making</style></keyword><keyword><style  face="normal" font="default" size="100%">invasive species</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific uncertainty</style></keyword><keyword><style  face="normal" font="default" size="100%">value orientation</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=4659913</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%">In the Anthropocene era, science educators must equip students to reason through uncertainty and navigate value-laden environmental dilemmas. This study aimed to examine how pre-service biology teachers make value-based decisions when facing scientific uncertainty, using the case of the golden apple snail (Pomacea canaliculata) and its designation as an invasive species. Drawing on the framework of post-normal science and environmental ethics, a scenario-based mixed-methods survey was conducted with 191 participants across five universities in South Korea. Quantitative results showed that 69.1% of respondents supported the designation, typically adopting ecocentric and precautionary perspectives, while 30.9% opposed it, citing anthropocentric pragmatism and techno-optimism. Qualitative analysis revealed confirmation bias and temporal framing patterns, with participants selectively interpreting evidence in ways consistent with their prior value orientations. These findings highlighted the importance of fostering uncertainty literacy, critical thinking, and ethical reasoning in science teacher education. The study offers international relevance by addressing how future educators construct environmental judgments under uncertainty, with implications for curriculum design across diverse socio-ecological contexts.</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%">894-904</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%">Yustika Sya’bandari</style></author><author><style face="normal" font="default" size="100%">Minsu Ha</style></author><author><style face="normal" font="default" size="100%">Jun-Ki Lee</style></author><author><style face="normal" font="default" size="100%">Sein Shin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RELATION OF GENDER AND TRACK ON HIGH SCHOOL STUDENTS’ ATTITUDE TOWARD CONVERGENCE</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%">attitude toward convergence</style></keyword><keyword><style  face="normal" font="default" size="100%">female</style></keyword><keyword><style  face="normal" font="default" size="100%">humanities track</style></keyword><keyword><style  face="normal" font="default" size="100%">male</style></keyword><keyword><style  face="normal" font="default" size="100%">science track</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1559372478.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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%">Preparing a positive attitude toward convergence is essential to help students grow into future generations with the ability to solve various complex problems. This research aims to examine high school students' attitude toward convergence and the relation to gender and track. Responses from 1,186 Indonesian students in tenth (10th) and eleventh (11th) grade were purposively collected. Students were administered twenty-three items of attitude toward convergence covering five constructs: knowledge, personal relevance, social relevance, interest, and self-efficacy. Data were analyzed using IRT-Rasch analyses, two-way ANOVA, Pearson correlation analysis, and cluster analyses. The primary finding of this research presented that high school students’ attitude toward convergence on the construct of interest and self-efficacy is significantly related to gender and track. Female students show to be more interested in convergence than male students. However, female students have lower self-efficacy. Additionally, science track students tend to be more interested in convergence than humanities track and showing higher self-efficacy. After performing cluster analysis, students are divided into three particular groups according to their attitude toward convergence. Finally, customized learning is proposed to improve students’ attitude toward convergence.</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%">417-434</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%">Sein Shin</style></author><author><style face="normal" font="default" size="100%">Arif Rachmatullah</style></author><author><style face="normal" font="default" size="100%">Minsu Ha</style></author><author><style face="normal" font="default" size="100%">Jun-Ki Lee</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A LONGITUDINAL TRAJECTORY OF SCIENCE LEARNING MOTIVATION IN KOREAN HIGH SCHOOL 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%">academic track</style></keyword><keyword><style  face="normal" font="default" size="100%">group based trajectory modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">high school</style></keyword><keyword><style  face="normal" font="default" size="100%">longitudinal study</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning motivation</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1533709152.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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 research examined longitudinal trajectories of Korean students’ motivation to learn science using group-based trajectory modeling (GBTM). The changes in five motivational constructs were focused in this research: self-efficacy, intrinsic motivation, grade motivation, self-determination, and career motivation. In addition, the relationship between academic track of students and each trajectory group was examined. Using Science Motivation Questionnaire II, data from 255 male high school students were collected during five semesters. Longitudinal data were analyzed by GBTM.. Chi-square analysis was also conducted to examine the relationships between academic track and each trajectory. As a result, it was found that students shared the same trajectory patterns in self-efficacy. Otherwise, two distinct trajectory groups (‘high’ and ‘low’) were found in each four constructs. There were significant correlations between academic track and trajectory groups. The findings of this research suggest that Korean science educators need to consider individual student’s longitudinal trajectory of motivation to provide better science teaching and learning. </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%">674-687</style></section></record></records></xml>