<?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%">Norah A. Algarni</style></author><author><style face="normal" font="default" size="100%">Nidhal Sh. Alahmad</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VIEWS ON NATURE OF SCIENCE AND ATTITUDES TOWARD TEACHING NATURE OF SCIENCE AMONG CHEMISTRY STUDENTS IN SAUDI UNIVERSITIES</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%">attitudes toward teaching NOS</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</style></keyword><keyword><style  face="normal" font="default" size="100%">university chemistry students</style></keyword><keyword><style  face="normal" font="default" size="100%">views on science and education (VOSE)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1681286375.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">Understanding nature of science (NOS) is a fundamental goal in science education standards. Due to the role of specialised and educational teachers' preparation programmes in developing their NOS concepts, this study aims to identify views on NOS and attitudes toward teaching NOS among Saudi undergraduate chemistry students and the differences between them according to their academic level and university affiliation. Views on science and education questionnaire were distributed among chemistry students in eight universities. Results found inaccurate views regarding the differences between theories and laws, and that pertaining to well-trained scientists as being detached from personal, social, and cultural values. Half of the sample disagreed on inventing theories and laws and the diversity of Scientists' methods and also rejected teaching a variety of methods and the influence of personal beliefs on Scientists' observations. No significant differences among students' views by academic level or universities were found, except that second-level students have more informed views than fifth-level students, and the UHB and JU students' views were more informed than IMSIU students. The authors recommend developing those NOS concepts which students had shortcomings in the sequential teachers' preparation programmes and suggest recognising chemistry department faculty members' attitudes to developing students' NOS concepts.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">204-214</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%">Eman A. AlMuraie</style></author><author><style face="normal" font="default" size="100%">Norah A. Algarni</style></author><author><style face="normal" font="default" size="100%">Nidhal Sh. Alahmad</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UPPER-SECONDARY SCHOOL SCIENCE TEACHERS’ PERCEPTIONS OF THE INTEGRATING MECHANISMS AND IMPORTANCE OF 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%">integration mechanisms</style></keyword><keyword><style  face="normal" font="default" size="100%">SCIENCE teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM education</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ perceptions</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</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%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1629706986.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%">This study aimed to recognize upper-secondary school science teachers’ perceptions of the meaning, importance, and integrating mechanisms of science, technology, engineering, math (STEM) education, taking in to account the differences between the science teachers’ perceptions according to their specialties, years of experience, and degrees. A closed-ended questionnaire was distributed among 700 science teachers (biology, physics, and chemistry) in Riyadh, and 255 teachers responded. The results showed a strong alignment in the upper-secondary school science teachers’ perceptions of the meaning and the importance of STEM education, although there was less of a consensus regarding the integrating mechanisms. There were statistically significant differences in the physics teachers’ perceptions of STEM meaning, although there were otherwise no significant differences by specialty in the science teachers’ perceptions of the importance of STEM education and its integration mechanisms. Furthermore, the teachers showed no statistically significant differences in STEM’s meaning, importance, or integrating mechanisms according to their years of experience. Based on the results, recommendations included intensifying professional development programs on utilizing technology, engineering, and mathematics in learning science concepts and application.</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%">546-557</style></section></record></records></xml>