<?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%">İsa   Deveci</style></author><author><style face="normal" font="default" size="100%">İsmail   Önder</style></author><author><style face="normal" font="default" size="100%">Salih   Çepni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PARENTS’ VIEWS REGARDING HOMEWORKS GIVEN IN SCIENCE COURSES</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%">homework</style></keyword><keyword><style  face="normal" font="default" size="100%">Opinions</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/2015/987-1425809498.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study was to explore parents’ opinions about homework assignments given in science and technology courses. The sample of the study was composed of 764 parents who reside in the city of Osmaniye in Turkey. The data were collected by a “Parent Homework Scale” developed by the researcher. The instrument includes three subscales; function, attitude and behavior. U-Test and H-Test were employed to identify any difference among variables. The findings showed that there was no significant difference in parents’ scores on attitude and behavior subscales of the instrument regarding gender, educational background, occupation, and average monthly income. When function subscales scores were investigated according to gender educational background, occupation, average monthly income, it was observed that civil servants in occupational category had lower function scores than self-employed, farmer, worker, artisan, and retired. It was found that university graduates in level of education category had lower function scores than primary school graduates, secondary school graduates, and high school graduates. It was also found that high income in the monthly income group had lower function scores than other members in each related group.</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%">497-508 </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%">Renāte Kalniņa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SYSTEM FOR THE ORGANIZATION OF MULTI-LEVEL INDEPENDENT WORK AIMED AT MODERN MASTERING OF CHEMISTRY IN VOCATIONAL 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%">complexity proportionality principle</style></keyword><keyword><style  face="normal" font="default" size="100%">group work</style></keyword><keyword><style  face="normal" font="default" size="100%">homework</style></keyword><keyword><style  face="normal" font="default" size="100%">research competence</style></keyword><keyword><style  face="normal" font="default" size="100%">research work</style></keyword><keyword><style  face="normal" font="default" size="100%">self-managed/independent learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404719746.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the most topical education tasks today is to provide an individual with a systematic self-managed learning possibility, through activating his/her reasoning potential and developing independent research work skills. The article deals with a system model of multi-level independent work organization concentrated on student’s learning and research activity in close interaction with the chemistry subject’s content. Being appropriate for training of modern seafaring (engineering) specialists and substantial for a student, it facilitates implementation of an independent, self-managed learning concept. The structural concept of the proposed model is based on a cooperation-oriented student’s practical and research activity. Alternately changing the structure elements it promotes: (i) development of the comprehension of the chemistry knowledge application and transformation; facilitates (ii) mastering of integrative knowledge and skills; improves (iii) chemistry learning productivity and scientific comprehension; strengthens (iv) self-regulated activity experience, thus ensuring the perfection of research activity competencies. </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%">103-121</style></section></record></records></xml>