<?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%">Bilgin Hüner, S.</style></author><author><style face="normal" font="default" size="100%">Çavuş Güngören, S.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHING DESTRUCTIVE NATURAL EVENTS THROUGH EXPLICIT REFLECTIVE NATURE OF SCIENCE EDUCATION: EFFECTS ON ACADEMIC ACHIEVEMENT AND NATURE OF SCIENCE VIEWS</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%">destructive natural events</style></keyword><keyword><style  face="normal" font="default" size="100%">explicit-reflective</style></keyword><keyword><style  face="normal" font="default" size="100%">fifth-grade students</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</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%">October / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1793131438.pdf</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%">Developing students' understanding of destructive natural events requires not only conceptual knowledge but also an understanding of how scientific knowledge is generated and applied. This study examined the effects of explicit-reflective Nature of Science (NOS) education integrated into destructive natural events on students' academic achievement and NOS views. A quasi-experimental pre-test–post-test control group design was employed with 111 fifth-grade students from a public lower-secondary school in Türkiye. Academic achievement was assessed using the Destructive Natural Events Achievement Test (DNEAT), and NOS views were examined using the Views of Nature of Science Questionnaire–Form E (VNOS-E). Quantitative data were analysed using analysis of covariance (ANCOVA), and students' NOS views were analysed through qualitative content analysis. After pre-test achievement was controlled, students in the experimental group achieved significantly higher post-test achievement scores than those in the control group. Furthermore, students receiving explicit-reflective education demonstrated more informed views across all five NOS aspects, with the most pronounced changes observed in their understanding of the tentativeness and subjectivity of scientific knowledge. These findings show that destructive natural events can be used as a context for explicit-reflective NOS education while addressing students' scientific content knowledge and NOS understandings within the same educational process.</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%">792-805</style></section></record></records></xml>