<?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%">Sahin Kalyon, D.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE SCIENCE LEARNING ENVIRONMENT PRIMARY SCHOOL STUDENTS' IMAGINE</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%">classroom environment</style></keyword><keyword><style  face="normal" font="default" size="100%">Learning Environment</style></keyword><keyword><style  face="normal" font="default" size="100%">science class</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">student drawings</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1597214531.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</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 explored dream science classrooms of primary school third-and fourth-grade students. Research is designed as a case study. The students were first asked to illustrate their dream science classroom and produce a short description of their drawings. Second, they were asked to write their expectations of their teachers, their classmates, and themselves in their science classes. Three hundred and twelve participants were identified using the convenience sampling method. The research evaluated the students’ drawings and descriptions in the first step, and their expectations in the second step. Students, in their drawings, conveyed the following messages: Experiments (lab works) could be used in science education, and different classroom activities and science courses could be done outside the classroom. In addition, they expected their teachers to have them perform more experiments in the classes, to offer them interesting and intriguing knowledge, to encourage them to conduct research and projects, and ask questions. Their expectations of their classmates to follow the classroom rules, to work in collaboration, to share, and to appreciate them so that they can benefit from science classes more efficiently. They expected themselves to be successful in science classes. </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%">605-627</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%">Hasan Seker</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">WILL THE CONTRUCTIVIST APPROACH EMPLOYED IN SCIENCE TEACHING CHANGE THE “GRAMMAR” OF SCHOOLING?</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%">classroom environment</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivism</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching and 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%">October/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404720152.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%">This study aimed to describe the extent to which constructive approach in Primary School Science and Technology subject programme is reflected in the classroom atmosphere. For this purpose, the study investigates how students perceive cooperativeness in the classroom, order and student involvement, teacher involvement and support and which factor(s) in the new programme are thought to be better than the ones in the old programme. The present study where descriptive method was applied was carried out with 371 fifth grade students. In the study, Classroom Environment Scale was used. The students positively perceive the new classroom environment where the new Science and Technology subject programme is applied. The findings obtained from the study indicate the reflections of constructivist approach in the classroom environment and considerable presence of behaviourism as well. </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%">175-184</style></section></record></records></xml>