<?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%">Andrej Šorgo</style></author><author><style face="normal" font="default" size="100%">Vincentas Lamanauskas</style></author><author><style face="normal" font="default" size="100%">Slavica Šimić Šašić</style></author><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičova</style></author><author><style face="normal" font="default" size="100%">Martin Bilek</style></author><author><style face="normal" font="default" size="100%">Iztok Tomažič</style></author><author><style face="normal" font="default" size="100%">Mehmet Erdogan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS’ CREATIVITY STYLES</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%">creativity styles</style></keyword><keyword><style  face="normal" font="default" size="100%">prospective elementary teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">Prospective Science Teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">September/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419168605.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors’ side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen’s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">285-292 </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%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Mehmet Erdogan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GOOD PREDATORS IN BAD STORIES: CROSS-CULTURAL COMPARISON OF CHILDREN’S ATTITUDES TOWARDS WOLVES</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%">animals</style></keyword><keyword><style  face="normal" font="default" size="100%">children</style></keyword><keyword><style  face="normal" font="default" size="100%">predators</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1410547670.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this study 103 children (aged 7 – 12 years) from two distinct countries with relatively low (Slovakia) and high (Turkey) wolf population density were interviewed to examine children's overall interest in wolves, their knowledge of wolves, the effects of their keeping pets and their reading stories about wolves. Children in both countries showed considerable factual knowledge about wolves, but the importance of wolves in nature was poorly understood. Perceptions of wolves in stories were generally negative and there was a significant effect from stories which generated fear and sympathy towards wolves suggesting that stories may have a significant impact on children's emotions. Turkish children reported their experience with less drastic stories about wolves and their interest in wolves was significantly higher and their fear of wolves was conversely lower, compared to the reactions of Slovakian children. The more the students were engaged in nature related activities, e.g. watching natural history films and walking in areas of nature, the less they demonstrated fear of wolves.</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%">229-242 </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%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Mustafa Ozden</style></author><author><style face="normal" font="default" size="100%">Murat Ozel</style></author><author><style face="normal" font="default" size="100%">Kadir Bilen</style></author><author><style face="normal" font="default" size="100%">Mehmet Erdogan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TURKISH UNIVERSITY STUDENTS’ ATTITUDES TOWARD BIOLOGY: THE EFFECTS OF GENDER AND ENROLMENT IN BIOLOGY CLASSES</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</style></keyword><keyword><style  face="normal" font="default" size="100%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404739741.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Research on the association between achievement and attitudes belong to fundamental questions in science education research. It is proposed that more positive attitudes are associated with better learning outcomes in science. However, recent research has revealed controversial results either supporting or rejecting the “attitude-achievement hypothesis”. Moreover, very little is known about attitudes toward science among university students. In this study undertaken with a large number of university students in Turkey (n= 1301), we examined whether achievement correlates with attitudes toward biology, whether girls have more positive attitudes than boys as observed in previous research and whether those who enrolled in biology classes show more positive attitudes toward biology than those in humanities. The results indicated only weak, although statistically significant, association between attitudes and achievement. Furthermore, both achievement and attitudes toward biology were not influenced by gender or enrolment in biology classes. These results somewhat surprisingly cast doubts on relationships between attitudes and achievement and effects of gender on attitudes toward biology among university students.</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%">88-96</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%">Mehmet Erdogan</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Halil Aydin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">INVESTIGATING PROSPECTIVE TEACHERS’ SATISFACTION WITH SOCIAL SERVICES AND FACILITIES IN TURKISH 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%">prospective chemistry teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">social services and facilities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404288927.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">7</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose the study was to investigate the satisfaction level of prospective chemistry teachers with social services and facilities offered by their department and faculty, and also explore the effects of gender and university on the student satisfaction. 101 last year students in the chemistry teaching major in four different universities in Turkey participated in the study. The instrument, Prospective Science Teacher Satisfaction Questionnaire (PSTSQ) was used for data collection. PSTSQ consists of seven sub-themes on a five point Likert type scale. Pilot testing of the instrument indicated that Cronbach alpha (α) was 0.887. The findings revealed that prospective chemistry teachers expressed average level of satisfaction with social services and facilities provided by their faculties and departments. Furthermore, statistical analysis showed that there was no effect of gender on the satisfaction with social services and facilities, but the university enrolled strongly contributed to students’ satisfaction.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">17-26</style></section></record></records></xml>