<?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%">Walton Wider</style></author><author><style face="normal" font="default" size="100%">Yong Xu</style></author><author><style face="normal" font="default" size="100%">Yin Myo Thant</style></author><author><style face="normal" font="default" size="100%">Choon Kit Chan</style></author><author><style face="normal" font="default" size="100%">Leilei Jiang</style></author><author><style face="normal" font="default" size="100%">Jiansheng Peng</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAPPING THE INTELLECTUAL LANDSCAPE OF PRIMARY SCIENCE 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%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">education policy</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary schools</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575768</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%">Primary science education is critical for developing scientific literacy and fostering long-term interest in STEM. However, implementation faces challenges such as limited teacher preparation, rigid curricula, and unequal digital access. Purpose: This study aims to map the intellectual structure and emerging trends in primary science education research using a bibliometric approach. Method: A total of 2,295 publications from the Web of Science database were analyzed using VOSviewer. Bibliographic coupling and co-word analyses were conducted to identify influential publications, thematic clusters, and evolving research patterns. Results: Five main thematic clusters emerged: (1) technology-enhanced instruction using augmented and virtual reality, (2) equity and teacher competence in science achievement, (3) cognitive and metacognitive scaffolds, (4) dialogic and integrative pedagogies, and (5) computational thinking in STEM. The findings indicate a shift toward student-centered and digitally mediated pedagogies. However, gaps remain in culturally responsive computational thinking and understanding teacher identity in reform efforts. Conclusion: This study offers a comprehensive overview of primary science education research, highlighting key areas of progress and remaining challenges. It underscores the need for inclusive digital integration, culturally responsive teaching, and interdisciplinary frameworks. Future studies should expand database coverage for a more global perspective.</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%">756-773</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%">Clarice Wider</style></author><author><style face="normal" font="default" size="100%">Walton Wider</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF METACOGNITIVE SKILLS ON PHYSICS PROBLEM -SOLVING SKILLS AMONG FORM FOUR SECONDARY SCHOOL STUDENTS</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%">gender differences</style></keyword><keyword><style  face="normal" font="default" size="100%">Malaysia</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive skills</style></keyword><keyword><style  face="normal" font="default" size="100%">physics problem-solving skills</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</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/2023/987-1681287769.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%">A number of studies have demonstrated a connection between metacognition and the ability to solve problems. Therefore, this study aimed to examine the effect of metacognitive skills on Physics problem-solving skills among Form Four secondary school students in Sabah, Malaysia. This study included 248 students from 13 secondary schools in the Kota Kinabalu district. Physics Problem Solving Skills Test and the Metacognitive Skills Questionnaire were used as research instruments. The research found that Form Four students have high monitoring, regulation, and evaluation as measured aspects of metacognitive skills. Meanwhile, students' Physics problem-solving skills for &quot;understanding the problem&quot; and &quot;devising a plan&quot; are moderate, while &quot;carrying out the plan&quot; is good and &quot;looking back at the solution&quot; is low. The independent sample t-test reported that, in general, male students have better Physics problem-solving skills than females but found no gender differences in metacognitive skills. Furthermore, the linear multiple regression results revealed that monitoring and regulation skills are significant predictors of Physics problem-solving skills. This research helps school teachers better design teaching strategies in Physics, considering the student’s gender and metacognitive skills. Furthermore, this study provides secondary school students with learning insights for developing better techniques to improve their performance in Physics. </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%">357-369</style></section></record></records></xml>