<?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%">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></records></xml>