<?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%">Savaş Varlık</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH LITERACY, SOCIO-SCIENTIFIC REASONING, AND PROBLEM-SOLVING SKILLS IN SCIENCE TEACHERS</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%">mixed methods research</style></keyword><keyword><style  face="normal" font="default" size="100%">problem-solving</style></keyword><keyword><style  face="normal" font="default" size="100%">research literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">SCIENCE teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific reasoning</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%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746293428.pdf</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%">This research is a comprehensive mixed-methods study that aims to examine in depth the correlations between science teachers' research literacy, socio-scientific reasoning, and problem-solving skills. The quantitative phase of the research was conducted using a descriptive survey method, while the qualitative phase employed a case study design. The study population consists of science teachers working in the central districts of Konya, and Türkiye. For sample selection, stratified and random sampling techniques were used for the quantitative data, and purposive sampling techniques were applied for the qualitative data. Confirmatory factor analysis and reliability analyses were conducted using the three different measurement tools used in the study. A semi-structured interview form was utilized to collect qualitative data. The quantitative findings revealed that research literacy and socio-scientific reasoning skills significantly and positively predict problem-solving skills. The qualitative findings indicated that these skills mutually reinforce each other, enhancing students' scientific and analytical thinking capacities and enabling them to develop creative solutions to real-life problems. In this context, the evidence presented indicates that educational policies should focus on fostering these skills through a comprehensive approach, with greater emphasis on integrating innovative methods into science curricula.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">377-389</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%">Sema Çıldır</style></author><author><style face="normal" font="default" size="100%">Dilek Sultan Acarlı</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEPTION SCALE OF PRESERVICE SCIENCE TEACHERS’ SOCIO-SCIENTIFIC REASONING SKILLS</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%">Preservice Science Teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">socio-scientific reasoning</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%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897187.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%">In this study, an assessment tool was developed to measure the reasoning skills (RS) of preservice science teachers on socio-scientific issues (SSI). As a result of the literature review, the scale was developed based on five dimensions. These dimensions are complexity, questioning, having different perspectives, skeptical approach and the limitations and adequacy of science. The developed scale consists of a total of 18 items. 577 preservice science teachers participated in the study voluntarily. First-level confirmatory factor analysis (CFA) was conducted to evaluate the construct validity of the items created in line with the theoretical framework. In addition, second-level CFA was applied to test whether the dimensions represented the students' perceptions of socio-scientific reasoning (SSR) skills. When the literature was examined, it was decided that the values of the fit indices were appropriate for model verification. The findings reveal that the developed scale can be used for valid and reliable measurements in determining the perceptions of preservice teachers regarding their SSR skills. </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%">1152-1163</style></section></record></records></xml>