<?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%">Nguyen, L. H. P.</style></author><author><style face="normal" font="default" size="100%">Chin-Fei Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATING PROFESSIONAL KNOWLEDGE FOR TEACHING ENVIRONMENTAL ISSUES IN VIETNAMESE ELEMENTARY SCHOOLS</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%">elementary teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">instrument development</style></keyword><keyword><style  face="normal" font="default" size="100%">professional knowledge</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%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724480401.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 significance of environmental education has become more evident, driven by global concerns surrounding climate change. In Vietnam, a country facing significant environmental challenges, developing environmental knowledge of elementary school teachers is crucial. This study aimed to validate a questionnaire for assessing professional knowledge of elementary school teachers in teaching environmental issues, originally designed in the Korean context. Recognizing the need for adaptation to the Vietnamese educational system, language, and local environmental issues, the initial 39-item questionnaire underwent a validation process. A total of 86 elementary school teachers participated in the construct validity and reliability, while eight qualified professionals evaluated the content validity. The results indicated that content validity indices for each item ranged from .88 to 1.00, and a scale-content validity index was .90. Exploratory factor analysis confirmed construct validity, organizing the 27 items into seven dimensions. The Cronbach’s ⍺ coefficient was .86, which confirmed the questionnaire demonstrated a high level of reliability. Therefore, it is a reliable instrument for assessing elementary school teachers’ professional knowledge in teaching environmental issues, which is relevant in the Vietnamese context. The validated instrument supports the development of professional development programs and contributes to the broader goal of enhancing environmental education in Vietnam.</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%">710-722</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%">Chin-Fei Huang</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INFLUENCE OF STEAM TEACHING ACTIVITIES INTEGRATING LOCAL ENVIRONMENTAL AWARENESS ON UNIVERSITY STUDENTS’ PRO-ENVIRONMENTAL BEHAVIOR AND SCIENTIFIC CREATIVITY</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%">local environmental awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">pro-environmental behavior (PEB)</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific creativity</style></keyword><keyword><style  face="normal" font="default" size="100%">STEAM</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%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897394.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%">This study aims to explore the impact of STEAM teaching activities that incorporate local environmental awareness on university students’ pro-environmental behavior (PEB), and scientific creativity. The teaching activity design of this study was centered on “designing livable housing in Taiwan”, and a total of four projects were designed. This research included university students (N=66) who were divided into a control group (n=33) and an experimental group (n=33). The experimental group added videos on local environmental awareness such as “local disasters and local household interview news”. The students were required to fill out the “Scientific Creativity Questionnaire” and “PEB Scale” before and after the teaching activities. The results of the study indicate that the experimental group outperformed the control group in the post-test for the sub-dimensions of &quot;Green Behavior,&quot; &quot;Global Warming Awareness,&quot; &quot;Environmental Social Interaction,&quot; &quot;Informal Environmental Education,&quot; and &quot;Environmental Attitude.&quot; This suggests that incorporating local environmental awareness materials into STEAM teaching activities is more effective in enhancing university students' PEB compared to standard STEAM teaching activities. Additionally, both groups showed improvements in overall scientific creativity after participating in the different activities, particularly in the areas of fluency and flexibility. However, ANCOVA analysis revealed no significant difference in scientific creativity between the two groups in the post-test. The results indicated that the integration of local environmental awareness materials was not the primary factor contributing to improvements in scientific creativity. This study recommends that higher education lectures integrate both environmental awareness and scientific content into curriculum design to strengthen students' overall competencies.</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%">1193-1206</style></section></record></records></xml>