<?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%">Suna Karlıdağ</style></author><author><style face="normal" font="default" size="100%">Kozcu Cakir, N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENGINEERING DESIGN-BASED ROBOTICS CODING AS A PATHWAY TO ACADEMIC ACHIEVEMENT AND METACOGNITIVE DEVELOPMENT IN SCIENCE 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%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">educational robotics</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering design-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive awareness</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%">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=4913731</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%">Understanding how learning occurs in engineering design-based robotics coding (ED-RC) environments remains an important issue in science education, as previous research has primarily focused on learning outcomes rather than the processes underlying these outcomes. This study examined the effects of ED-RC applications on sixth-grade students’ academic achievement and metacognitive awareness, with particular attention to metacognitive regulation during learning processes. A convergent parallel mixed-methods design was employed. The quantitative component used a quasi-experimental pretest–posttest control group design with 61 students, while qualitative data were collected through semi-structured interviews. Quantitative data were analysed using ANCOVA, and qualitative findings were examined through a theory-driven descriptive framework. The findings indicated that the experimental group achieved significantly higher scores in both academic achievement and metacognitive awareness after controlling for pre-test differences. Qualitative findings further showed that students engaged in planning, monitoring, evaluation, debugging, and revision processes throughout the activities. Overall, the findings suggest that ED-RC environments may support learning through iterative design and reflective problem-solving processes that encourage metacognitive regulation.</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%">489-506</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%">Ivana Z. Bogdanović</style></author><author><style face="normal" font="default" size="100%">Dušica D. Rodić</style></author><author><style face="normal" font="default" size="100%">Tamara N. Rončević</style></author><author><style face="normal" font="default" size="100%">Jelena D. Stanisavljević</style></author><author><style face="normal" font="default" size="100%">Zekri A. M. Zouhor</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF MODIFIED KNOW-WANT-LEARN STRATEGY IN MIXED-GENDER LOWER SECONDARY PHYSICS 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%">metacognitive awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi-experimental research</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">students’ comments</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%">June/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1656443394.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%">The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students’ physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students’ comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students’ achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students’ comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended.</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%">366-380</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%">Branislava K. Blajvaz</style></author><author><style face="normal" font="default" size="100%">Ivana Z. Bogdanović</style></author><author><style face="normal" font="default" size="100%">Tamara S. Jovanović</style></author><author><style face="normal" font="default" size="100%">Jelena D. Stanisavljević</style></author><author><style face="normal" font="default" size="100%">Milica V. Pavkov-Hrvojević</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE JIGSAW TECHNIQUE IN LOWER SECONDARY PHYSICS EDUCATION: STUDENTS’ ACHIEVEMENT, METACOGNITION AND MOTIVATION</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%">Cooperative learning</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">parallel group design</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</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%">August/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1662186576.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%">Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students’ achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students’ physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach's Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test.  The research results showed that the implementation of jigsaw technique in physics classes significantly improved students’ physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. </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%">545-557</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%">Alkis Küçükaydın, M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF FIFTH-GRADE STUDENTS’ SCIENCE ANXIETY ON METACOGNITIVE AWARENESS</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%">metacognitive awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">relational survey model</style></keyword><keyword><style  face="normal" font="default" size="100%">science anxiety</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%">October/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1539418697.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%">Successful students who do not experience anxiety can participate in future progress both at local and international levels. It is necessary to identify students’ anxiety and to enhance research into the effect of anxiety on the cognitive burden of science, which is one of the top priorities for future progress. Thus, the main aim of this research was to explore the effect of students’ science anxiety on metacognitive awareness. The research, therefore, adopts a relational survey model and uses a random selection sampling method. The sample consisted of 346 students with an equal number of males and females. To explore the effect of fifth-grade students’ science anxiety on metacognitive awareness, data were collected by means of a prepared three-part sample form. The first part of the form collected data about gender, classroom size and school campus. The second part contained an anxiety scale for science and technology lessons and the last part used a metacognitive awareness scale. The research results showed that gender is not an important factor for anxiety or metacognitive awareness, but classroom size has an important effect on science anxiety. Nonetheless, students’ science anxiety is a significant predictor of their metacognitive awareness. </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%">878-886</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%">Muhiddin Palennari</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES</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 retention</style></keyword><keyword><style  face="normal" font="default" size="100%">jigsaw</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive skills</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem-Based Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">regression line</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2016</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2016</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1482502307.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">15</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 was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching.  This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regression equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention.</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%">617–629</style></section></record></records></xml>