<?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%">Selda Bakır</style></author><author><style face="normal" font="default" size="100%">Esra Öztekin</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CREATIVE THINKING LEVELS OF PRESERVICE SCIENCE TEACHERS IN TERMS OF DIFFERENT VARIABLES</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%">concept of creativity</style></keyword><keyword><style  face="normal" font="default" size="100%">creative thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">Preservice Science Teachers</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437063246.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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 this study was to determine the creative thinking levels of preservice science teachers in terms of different variables such as gender, year of study, the type of school they graduated from and their parents’ educational background. The study was carried out on 241 preservice science teachers. The data collection tools applied were the Torrance Tests of Creative Thinking (Figural Form A), which was used to measure their creative thinking levels, and the Individual Information Form, which was developed by the researchers. The study revealed that the creative thinking levels of preservice science teachers do not differ significantly with respect to gender, year of study, the type of school they graduated from, or their parents’ educational background. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">231-242</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%">Selda Bakır</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF MICROTEACHING ON THE TEACHING SKILLS OF PRE-SERVICE SCIENCE TEACHERS</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%">mixed research design</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service science teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1450982278.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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 was carried out on 97 participants using a mixed research design, in order to determine the effect of microteaching on the teaching skills of pre-service science teachers and to ascertain the opinions of pre-service teachers about the positive and negative effects of microteaching. Analysis of the data revealed that microteaching has a significant effect on teaching skills, and this effect can be seen under the areas of carrying out an introduction lesson, classroom management, time management and planning, effective communication and concluding the lesson, as well as issues which can be described as being related to self-confidence. In the qualitative section of the study, analysis of the data obtained from written responses and individual interviews with pre-service teachers about the positive and the negative effects of microteaching support the quantitative findings. </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%">789–801 </style></section></record></records></xml>