<?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%">Markus Sebastian Feser</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PARENTS’ VIEWS ON THE USE OF AI-BASED CHATBOTS SUCH AS ChatGPT IN HIGH SCHOOL (STEM) 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%">AI-based chatbots</style></keyword><keyword><style  face="normal" font="default" size="100%">digital technology</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM curriculum</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%">February/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1709891975.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%">As digital technology becomes increasingly available in education, educational researchers around the globe increasingly have to confront how it may affect school students’ academic success. To summarize, the survey I conducted revealed that parents generally hold a positive view of integrating AI-based chatbots such as ChatGPT into high school STEM education, with most believing it enhances learning and should be part of the STEM curriculum. However, the participants’ views diverged on the broader use of such chatbots in high school education, with mixed stances on their impact and adoption in all high school subjects. Moreover, a correlation analysis revealed links between participants’ views on the use of AI-based chatbots in high school education and their geographical origin, as well as their self-evaluated knowledge about the use of such chatbots. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-8</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%">Markus Sebastian Feser</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ AND STUDENT TEACHERS’ SENSE OF BELONGING TO SCIENCE: WHAT DO WE KNOW SO FAR?</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%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">identity development</style></keyword><keyword><style  face="normal" font="default" size="100%">research in science</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1622790547.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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%">Forming a sense of belonging to others is a fundamental need of humans as social beings (Baumeister &amp; Leary, 1995). Meeting this fundamental need crucially influences individuals’ intrinsic motivation (Ryan &amp; Deci, 2000) and identity development (Wenger, 1999). Given this, a growing number of studies have investigated the extent to which university students’ success and wellbeing in science education is related to their sense of belonging to science. This research has brought greater clarity to university students’ development in science education; however, numerous aspects of university students’ sense of belonging to science remain understudied. In particular, there has been insufficient research on how sense of belonging to science might moderate or influence initial science teacher education. Therefore, this editorial aims to provide an overview of the major research findings that address students’ and student teachers’ sense of belonging to science and to inspire future research in science (teacher) education.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">340-343</style></section></record></records></xml>