<?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%">Mehmet Demirbağ</style></author><author><style face="normal" font="default" size="100%">Sevgi Kingir</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROMOTING PRE-SERVICE SCIENCE TEACHERS’ CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING</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%">boiling topic</style></keyword><keyword><style  face="normal" font="default" size="100%">conceptual change</style></keyword><keyword><style  face="normal" font="default" size="100%">dialogic teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1503904739.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</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 order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers’ conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers’ conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers’ understanding about boiling.</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%">459-471</style></section></record></records></xml>