<?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%">Seokyung Choi</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author><author><style face="normal" font="default" size="100%">Seongun Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTIVENESS OF PERSPECTIVE-TAKING SUPPORT IN A VISUAL LEARNING TASK ON THE CAUSE OF SEASONAL CHANGES: AN EYE-TRACKING APPROACH</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%">astronomy education</style></keyword><keyword><style  face="normal" font="default" size="100%">eye-tracking</style></keyword><keyword><style  face="normal" font="default" size="100%">perspective taking</style></keyword><keyword><style  face="normal" font="default" size="100%">seasonal change</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial reasoning</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%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4659909</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%">This study examined the effectiveness of incorporating a visual element to support perspective taking in learning about the cause of seasonal changes. Participants were 44 sixth-form pupils who studied materials consisting of illustrations and explanatory texts. In the experimental group, the illustrations included a figure of an observer standing on the Korean Peninsula during summer and winter, whilst the control group viewed the same illustrations without the observer. During the task, eye-tracking devices recorded gaze data, and conceptual understanding was assessed before and after learning. Results showed no significant difference in the proportion of gaze fixation on core areas of the illustrations. However, significant differences emerged in fixation transitions, fixation durations on text, gaze shifts between illustrations and text, and post-test scores of understanding. Eye-movement analyses indicated that the experimental group engaged in cyclic gaze transitions between conceptually related elements of text and illustration, whereas the control group primarily processed text before shifting attention unidirectionally to the illustrations. These findings suggest that perspective-taking elements in visual materials promote qualitatively different cognitive processing strategies and enhance conceptual understanding of astronomical phenomena such as seasonal changes.</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%">843-859</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%">Seongun Kim</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author><author><style face="normal" font="default" size="100%">Kwangho Lee</style></author><author><style face="normal" font="default" size="100%">Ari Widodo</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%">CLIMATE CHANGE AWARENESS DIFFERENCES AMONG PRIMARY SCHOOL STUDENTS IN KOREA AND INDONESIA</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%">awareness of climate change</style></keyword><keyword><style  face="normal" font="default" size="100%">climate change education</style></keyword><keyword><style  face="normal" font="default" size="100%">cross-cultural comparison</style></keyword><keyword><style  face="normal" font="default" size="100%">Indonesia</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">South Korea</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377591.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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 pressing issue of climate change demands an informed future generation, yet how aware are students? This study dives into the varying levels of climate change awareness among 1,079 Korean and 2,507 Indonesian primary school students using a sophisticated survey tool developed by Lee et al. (2021). Surprisingly, while both groups exhibited high levels of awareness, significant cross-cultural differences were uncovered. Indonesian students demonstrated higher levels of action, concern, belief, attention, and policy. This stands in stark contrast to Korean students, who, despite having a higher understanding of causes and effects, showed lower levels of belief and attention to the issue. These findings not only challenge us to rethink our educational strategies but also underscore the critical role of cultural contexts in shaping environmental awareness. This comparative analysis reveals startling insights into the complexities of educating the next generation about climate change, setting the stage for urgent educational reforms.</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%">476-494</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%">Naeun Lee</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></authors></contributors><titles><title><style face="normal" font="default" size="100%">DETERMINING THE ROLE OF SPATIAL ABILITY IN PERFORMING LUNAR PHASE CHANGE TASK USING BRAIN ACTIVITY ANALYSIS</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%">brain activation</style></keyword><keyword><style  face="normal" font="default" size="100%">electroencephalography</style></keyword><keyword><style  face="normal" font="default" size="100%">lunar phase change</style></keyword><keyword><style  face="normal" font="default" size="100%">mental rotation</style></keyword><keyword><style  face="normal" font="default" size="100%">perspective-taking</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1729495740.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">Many students have difficulty understanding the concept of lunar phase changes (LPCs) due to spatial ability problems such as perspective-taking (PT) and mental rotation (MR). Therefore, this study aimed to compare brain activity during PT and MR tasks while performing the LPC task to determine the involvement of PT and MR. This study measured brain waves using EEG in 20 participants while solving the 3 tasks. First, the power values in the theta band of all cortical areas showed a significant difference between MR and LPC tasks. Second, in the strategy execution section with a statistically significant difference, the occipital lobe and limbic system were mainly active during the PT task, whereas the frontal lobe was mainly active during the LPC task. Third, for strategy execution, during MR and LPC tasks, the frontal lobe, temporal lobe, and limbic system were all activated to significantly different degrees. Therefore, both PT and MR, particularly PT, are required to solve the LPC task. Moreover, for students who have difficulty learning LPC, it is necessary to recognize the need for spatial ability, such as PT ability, and establish an appropriate teaching strategy.</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%">899-913</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></records></xml>