<?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%">Hakan Kurt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DETERMINING BIOLOGY TEACHER CANDIDATES' CONCEPTUAL STRUCTURES ABOUT ENERGY AND ATTITUDES TOWARDS ENERGY</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%">Attitude</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive structure</style></keyword><keyword><style  face="normal" font="default" size="100%">misconception</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425808957.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of the current study is to investigate biology teacher candidates' cognitive structures related to &quot;energy&quot;. As the research design of the study, the case study was applied. The data were collected from 44 Biology teacher candidates. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. In the analysis, the categories were formed and determined through the results of word-association test and drawing-writing test which were completed by the biology teacher candidates. With the help of these categories, the cognitive structures of biology teacher candidates were explained. These categories were determined as biological energy-metabolism, energy resources in the nature- types of energy- renewable energy and energy for life continuity. The semantic attitudes of Biology teacher candidates toward energy were found to be positive. On the other hand, it was determined that biology teacher candidates had misconceptions related to energy.</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%">399-423 </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%">Hakan Kurt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TURKISH STUDENT BIOLOGY TEACHERS' CONCEPTUAL STRUCTURES AND SEMANTIC ATTITUDES TOWARDS MICROBES</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%">cognitive structure</style></keyword><keyword><style  face="normal" font="default" size="100%">microbe</style></keyword><keyword><style  face="normal" font="default" size="100%">misconception</style></keyword><keyword><style  face="normal" font="default" size="100%">semantic differential attitudes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425810489.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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 aim of the current study is to investigate student biology teachers' cognitive structures related to &quot;microbe&quot;. The mixed research design was applied in this study. The data were collected from 44 student biology teachers. The free word-association test, the drawing-writing technique and the semantic differential attitude scale were used as data collection instruments. The data were subject to content analysis and divided into categories through coding. With the help of these categories, the cognitive structures of student biology teacher were explained. These categories were determined as definition of microbes, microbial variety and activity, immunity. It was determined that student biology teachers' semantic attitudes towards microbe were at a neutral level in terms of mean scores of all adjectives considered; however� based on each and every adjective, they mostly perceive microbes as infectious, contagious, and dirty. Moreover, the data collected through two data collection instruments indicated that student teachers had misconceptions about microbes considering the themes determined.</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%">608-639</style></section></record></records></xml>