<?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%">Juwon Kim</style></author><author><style face="normal" font="default" size="100%">Youlgi Kim</style></author><author><style face="normal" font="default" size="100%">Yoonseul Park</style></author><author><style face="normal" font="default" size="100%">Yuyeong Son</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATIONAL PRIORITIES FOR ENHANCING ELEMENTARY SCHOOL PRE-SERVICE TEACHERS' SCIENCE LESSON ENACTMENT COMPETENCE AFTER THE TEACHING PRACTICUM</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%">needs analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science lesson enactment</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching practicum</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913736</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">A persistent gap exists between university-based theoretical preparation and pre-service teachers' ability to enact science lessons in real classrooms. This study examined elementary school pre-service teachers' needs regarding science lesson enactment competence after the teaching practicum and identified priority areas for educational support. A questionnaire was developed from a literature review and interviews with pre-service teachers. The instrument consisted of two domains, eight subdomains, and 32 items. Data were collected from 100 pre-service teachers, and perceived importance and self-rated current performance were measured for each item. The data were analysed using paired-samples t-tests, the Borich needs assessment formula, and the Locus for Focus model. The results showed a statistically significant gap between perceived importance and self-rated current performance across all subdomains. Although participants regarded this competence as highly important, they rated their current performance substantially lower. Understanding learners, foundational knowledge, and facilitating inquiry and thinking were identified as the highest-priority areas, whereas educational materials preparation and lesson design showed lower relative priority. These findings indicate where teacher education programmes should provide stronger support after the practicum.</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%">507-521</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%">Soyeon Jang</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VISUAL ATTENTION IN EARLY PRIMARY SCHOOL STUDENTS DURING OBSERVATION ACTIVITIES</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%">eye-tracking</style></keyword><keyword><style  face="normal" font="default" size="100%">observation skills</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">visual attention</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913726</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">Scientific observation is a foundational inquiry skill in early childhood science education, yet how visual attention develops during observation tasks among lower-grade primary school students remains underexplored. This study examined whether and how visual attention during science observation activities differs across Year 1, Year 2, and Year 3 primary school students and adults in Korea. A cross-sectional comparative design was employed, using eye-tracking technology to measure fixation duration, fixation count, and gaze transitions across four tasks structured according to SAPA's hierarchy of observation skills. A total of 108 participants (Year 1: n=16, Year 2: n=35, Year 3: n=33, Adults: n=24) completed the tasks, and group differences were examined using one-way ANOVA with Scheffé post hoc tests. Year 1 students consistently differed from all other groups: they showed shorter fixation durations on target areas, more frequent gaze transitions, greater attention dispersal toward irrelevant information, and weaker top-down attentional control. Year 2 and Year 3 students generally performed comparably to adults. These findings indicate that Year 1 students are at a critical developmental stage in the development of observation ability, and suggest that the design of science observation activities and curriculum materials for lower-grade students should reflect these age-related attentional characteristics.</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%">461-474</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%">Juwon Kim</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TYPES AND CHARACTERISTICS OF UNIVERSITY STUDENTS’ SCIENCE IDENTITY</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%">competent outsider</style></keyword><keyword><style  face="normal" font="default" size="100%">Q methodology</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science identity</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713341</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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 the science identity of university students who have completed the national science curriculum is essential, as it provides insight into how formal education shapes their relationship with science. This study examines the forms of science identity among university students, moving beyond insider-oriented definitions that hinge solely on proximity to scientists. In this study, science identity is defined as the self-perception formed through the integration of one’s perceptions of the self, society, and science in scientific contexts. To investigate this construct, we employed Q methodology. From 335 statements generated through literature review and interviews, 42 were selected as the Q sample. Forty university students then completed Q-sorts, resulting in the identification of four distinct science identity types. The science acceptance type recognized the importance of science yet perceived distance from it. The science use type viewed science as a practical tool, with limited concern for ethical or social implications. The science-loving type valued science intrinsically, enjoying inquiry but showing weaker engagement with responsibility. The science responsibility type emphasized addressing environmental and societal challenges through science. By moving beyond an insider-centred view, this study highlights diverse identity forms and their implications for science 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%">1169-1188</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%">Hana Choi</style></author><author><style face="normal" font="default" size="100%">Ilho Yang</style></author><author><style face="normal" font="default" size="100%">Seongun Kim</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF LEARNER-CENTERED INTERVENTIONS IN SCIENCE LEARNING: COMPARING EYE MOVEMENT IN EYE MOVEMENT MODELING EXAMPLES AND PROMPTING</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%">eye movement modeling examples</style></keyword><keyword><style  face="normal" font="default" size="100%">learner-oriented intervention</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science learning</style></keyword><keyword><style  face="normal" font="default" size="100%">South Korea</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%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693507559.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%">An integrated understanding of illustrations and texts is crucial for students to comprehend science teaching learning materials. Intervention methods can be employed to facilitate this integrated understanding. This study examined the effects of Eye Movement Modeling Examples (EMME) and Prompting interventions on the learning of illustrated scientific texts among primary school students. Furthermore, the study compared the reading strategies and learning comprehension of fifth-grade students who utilized EMME, an approach that facilitates learning through observational methods, with those who used Prompting, a method that directly guides learning through linguistic information. The study analysis revealed that EMME had a significantly greater effect on integrated reading strategies and learning comprehension compared with Prompting. Specifically, the EMME group exhibited an integrated reading strategy that involved relating the illustrations and texts, whereas the Prompting group and the control group did not demonstrate the same strategy. In addition, the post-test results indicated that the EMME group achieved higher average scores in verbal and pictorial factors compared with the other two groups.</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%">579-599</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%">Sungman Lim</style></author><author><style face="normal" font="default" size="100%">Soyoung Yun</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">NARRATIVES OF THREE NOVICE IN-SERVICE SCIENCE PRIMARY SCHOOL TEACHERS: THEIR JOURNEY OF ACHIEVING TEACHER AGENCY AND TEACHER BELIEF</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%">designing science lesson</style></keyword><keyword><style  face="normal" font="default" size="100%">novice teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher agency</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1671188041.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</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 explores the phenomenon of 'school adaptation of novice primary school teachers' in the process of entering their actual primary school field. This study also studies the achievement of teacher agency and their teacher belief establishment procedure as novice teachers, not only in the actual teaching context but also as teachers who faced a special situation where their given role was different from what they learned from their university life. This study used a 'narrative' methodology. Narrative inquiry starts with 'researcher's narrative', which begins with the researcher's own story. The participants joined in interviews and submitted their teaching diaries. The participants of this study were three novice in-service teachers who were newly assigned to their primary schools. The research results are as follows. First, the novice primary school teachers achieved teacher agency while adjusting themselves to the school for a year. Second, novice primary school teachers did their best in terms of preparing for their classes in the process of being familiar with their schools’ culture and system. This study highlighted the need for dual support of teaching and administrative tasks for novice primary school teachers.</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%">1040-1051</style></section></record></records></xml>