<?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%">Soyeon Kim</style></author><author><style face="normal" font="default" size="100%">Jung-Ho Byeon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARING SIMULATION-BASED AND BLENDED INQUIRY LEARNING IN PRIMARY SCIENCE: EFFECTS ON SCIENCE INQUIRY SKILLS AND AFFECTIVE OUTCOMES</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%">affective domain</style></keyword><keyword><style  face="normal" font="default" size="100%">blended inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">primary science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science inquiry skills</style></keyword><keyword><style  face="normal" font="default" size="100%">simulation-based inquiry</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%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235285.pdf</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%">Inquiry-based learning structured through the 5E learning cycle is widely recognised for fostering conceptual understanding and scientific reasoning. However, optimal strategies for supporting inquiry in primary classrooms remain debated. Empirical comparisons of hands-on, simulation-based, and blended inquiry approaches in primary science classes remain limited, particularly with respect to their effects on scientific inquiry skills and affective outcomes. This study developed a simulation-based inquiry module aligned with the 5E learning cycle and compared three inquiry approaches using a quasi-experimental pre-test and post-test design across six intact sixth-grade classes. Scientific inquiry skills and affective outcomes were measured before and after the inquiry activities. ANCOVA revealed significant group differences in several integrated scientific inquiry skills, including transforming data, interpreting data, formulating hypotheses, and controlling variables. Both simulation-based and blended inquiry approaches improved higher-order scientific inquiry skills and learning motivation, with the blended approach showing the most consistent effects. The effects were more pronounced in integrated inquiry skills and task commitment than in basic inquiry skills and some affective subcomponents. These findings indicate that simulations are most effective when integrated sequentially with hands-on experimentation in primary science learning.</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%">650-666</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%">Jung-Ho Byeon</style></author><author><style face="normal" font="default" size="100%">Yong-Ju Kwon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY</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%">affective domain</style></keyword><keyword><style  face="normal" font="default" size="100%">digital twin</style></keyword><keyword><style  face="normal" font="default" size="100%">learning biology</style></keyword><keyword><style  face="normal" font="default" size="100%">outdoor inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">school garden</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual world</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%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1697653427.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%">The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students' affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner's affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">781-798</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%">Jung-Ho Byeon</style></author><author><style face="normal" font="default" size="100%">Yong-Ju Kwon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHER’S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS</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%">science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior</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%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1687107941.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%">The teacher's gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher's gaze during science lecture classes and whether the change of the gaze when the student's seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher's gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student's seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher's gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers' attention to provide proper and high-quality education to students.</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%">413-426</style></section></record></records></xml>