<?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%">Feyzi Osman Pekel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF CONCEPT CARTOONS AND ARGUMENTATION BASED CONCEPT CARTOONS ON STUDENTS' ACADEMIC ACHIEVEMENTS</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%">argumentation</style></keyword><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">concept cartoons</style></keyword><keyword><style  face="normal" font="default" size="100%">living things</style></keyword><keyword><style  face="normal" font="default" size="100%">quasi-experimental research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1639222356.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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%">Although &quot;Reproduction, Growth, and Development in Living Things&quot; (RGDLT) is a core topic in the Turkish science curriculum, it is known that students have difficulties in understanding. Integrating concept cartoons and argumentation into the teaching of this unit has the potential to promote students' interest and understanding. This research is the first to compare the effects of concept cartoons and argumentation-based concept cartoons on students' academic achievement in teaching sixth grade RGDLT subjects. The research was performed with two experimental groups and one control group in a secondary school in Turkey. A quasi-experimental research design was used in the research. Analysis of the post-test results revealed that the success of the group using concept cartoons was higher than the control group, but more importantly, the success of the group using argumentation-based concept cartoons was higher than the group using concept cartoons. The results of this research indicate that the academic achievement of students can be increased significantly when concept cartoons and argumentation-based concept cartoon activities are used in addition to the constructivist methods in teaching these subjects. The results of the research serve as a guide for teachers and researchers interested in teaching science and biology subjects.</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%">956-968</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%">Fayadh Hamed Alanazi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECT OF IPAD USE ON SAUDI CHILDREN’S CLASSIFICATION OF AND JUSTIFICATIONS REGARDING LIVING THINGS: A SOCIO-CULTURAL LEARNING PERSPECTIVE</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%">biological justifications</style></keyword><keyword><style  face="normal" font="default" size="100%">iPad</style></keyword><keyword><style  face="normal" font="default" size="100%">living things</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-cultural perspective</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%">August/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1564685709.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%">This semi-empirical research utilises a structured interview interview approach to explore  Saudi children’s ideas about living things and to examine the effects of iPad use based on a socio-cultural perspective involving group work and discussion. The sample comprised 40 grade 1 children; 20 were empirically taught using iPads according to a socio-cultural perspective, and 20 were taught in the traditional teaching style. The structured interview approach in which children classified 21 cards (7 animals, 7 plants, and 7 artefacts) as living or nonliving things. The results indicated that children had varied misconceptions regarding the classification of and justifications about living things, especially regarding plants. The use of iPads according to a socio-cultural perspective had a positive effect on children’s knowledge development. Children in the iPad group performed better in categorising different types of animals and plants and in justifying their views. </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%">490-506</style></section></record></records></xml>