<?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%">Zanele Vilakazi</style></author><author><style face="normal" font="default" size="100%">Lydia Mavuru</style></author><author><style face="normal" font="default" size="100%">Sam Ramaila</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MULTILINGUAL EDUCATION IN LIFE SCIENCES: TEACHERS' AND LEARNERS' BELIEFS ABOUT CODE-SWITCHING </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%">code-switching</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive academic language proficiency</style></keyword><keyword><style  face="normal" font="default" size="100%">learner beliefs</style></keyword><keyword><style  face="normal" font="default" size="100%">multilingual education</style></keyword><keyword><style  face="normal" font="default" size="100%">Teacher beliefs</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/2023/987-1734897768.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 South Africa, where multilingualism is prevalent, code-switching—a practice of alternating between languages—plays a significant role in shaping classroom dynamics and learning outcomes. This study explores the beliefs of both teachers and learners regarding code-switching in Life Sciences classrooms. Utilizing quantitative methods, the research is grounded in the Cognitive Academic Language Proficiency (CALP) framework which emphasizes the pivotal role of language in the learning process. Data were collected from 100 learners and 44 secondary school teachers across multilingual areas in Sedibeng West, Gauteng Province in South Africa, using questionnaires. The findings reveal that teachers view code-switching as an effective strategy for clarifying complex scientific concepts and addressing language barriers, despite concerns about its potential impact on language proficiency and dependency. Learners, on the other hand, value code-switching for its role in making learning material more accessible and understandable. This study highlights the nuanced role of code-switching in enhancing educational outcomes in multilingual settings and suggests its potential benefits and challenges in the context of Life Sciences education.</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%">1291-1309</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%">Mafor Penn</style></author><author><style face="normal" font="default" size="100%">Lydia Mavuru</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ASSESSING PRE-SERVICE TEACHERS’ RECEPTION AND ATTITUDES TOWARDS VIRTUAL LABORATORY EXPERIMENTS IN LIFE SCIENCES</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%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">life sciences</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual laboratory experiments</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%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414595.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 reports the assessment of pre-service teachers’ reception and attitudes towards virtual laboratory experiments in Life Sciences with the aim of advancing adaptability to digital learning. Using sequential mixed-methods in a quasi-experimental design, 68 pre-service teachers in the 3rd year of a Bachelor of Education (B.Ed) program were surveyed before and after virtual learning interventions. This phase was followed by qualitative data gathering using focus group interviews with all participants.  Findings from quantitative data analysis revealed a positive significant difference in pre-service teachers’ attitudes towards virtual laboratory experiments post learning interventions.  From qualitative data pre-service teachers found the progression from using only traditional to including virtual experiments was useful in enhancing their conceptual understandings of Life Sciences concepts, convenience, inquiry-based learning, self-directed and autonomous learning. However, pre-service teachers noted that using virtual laboratories did not significantly develop their science process skills and as a result could not replace the experiences in a traditional biology laboratory. The implications of these findings project virtual laboratories as a supporting tool for experimentation in Life Sciences especially within and post the COVID-19 pandemic where issues of social distancing pose a threat to collaborative and inquiry-based science learning. Recommendations from these findings are discussed herein. </style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1092-1105</style></section></record></records></xml>