<?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%">Kutlu Abu, N.</style></author><author><style face="normal" font="default" size="100%">Elif Dal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GIFTED STUDENTS' PERCEPTIONS ON SCIENCE COURSES IN GENERAL EDUCATION CLASSROOM</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%">gifted children</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary schools</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative approach</style></keyword><keyword><style  face="normal" font="default" size="100%">science courses</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%">April/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1746293127.pdf</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%">Gifted students often experience different educational needs compared to their peers, especially in subjects like science. The aim of this study was to examine the perceptions of gifted students studying in primary school towards the science course. A phenomenological research method was used. The study group consisted of twenty-four gifted students aged 9–10 years studying in eleven different primary schools in a province in southeastern Türkiye during the 2023-2024 academic year.  Data were collected through semi-structured interviews, which were conducted face-to-face. The data were analyzed using content analysis in the MAXQDA 24 software. Gifted students show a strong interest in astronomy, earth sciences, and chemistry, while their interest in other scientific fields, such as biology, is limited. They reported that science lessons often use teacher-centered, text-based approaches that offer limited technology active learning. Although science education at the Science and Art Center was satisfactory, the students expressed that regular classroom practices did not meet their expectations. Students emphasized the need for innovative teaching methods, active learning, laboratory activities, and outdoor learning opportunities. The findings indicate that teaching methods need to be improved, and student-centered approaches can enhance course quality and increase student motivation.</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%">296-311</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%">Walton Wider</style></author><author><style face="normal" font="default" size="100%">Yong Xu</style></author><author><style face="normal" font="default" size="100%">Yin Myo Thant</style></author><author><style face="normal" font="default" size="100%">Choon Kit Chan</style></author><author><style face="normal" font="default" size="100%">Leilei Jiang</style></author><author><style face="normal" font="default" size="100%">Jiansheng Peng</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MAPPING THE INTELLECTUAL LANDSCAPE OF PRIMARY SCIENCE EDUCATION</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%">bibliometric analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">education policy</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary schools</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575768</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%">Primary science education is critical for developing scientific literacy and fostering long-term interest in STEM. However, implementation faces challenges such as limited teacher preparation, rigid curricula, and unequal digital access. Purpose: This study aims to map the intellectual structure and emerging trends in primary science education research using a bibliometric approach. Method: A total of 2,295 publications from the Web of Science database were analyzed using VOSviewer. Bibliographic coupling and co-word analyses were conducted to identify influential publications, thematic clusters, and evolving research patterns. Results: Five main thematic clusters emerged: (1) technology-enhanced instruction using augmented and virtual reality, (2) equity and teacher competence in science achievement, (3) cognitive and metacognitive scaffolds, (4) dialogic and integrative pedagogies, and (5) computational thinking in STEM. The findings indicate a shift toward student-centered and digitally mediated pedagogies. However, gaps remain in culturally responsive computational thinking and understanding teacher identity in reform efforts. Conclusion: This study offers a comprehensive overview of primary science education research, highlighting key areas of progress and remaining challenges. It underscores the need for inclusive digital integration, culturally responsive teaching, and interdisciplinary frameworks. Future studies should expand database coverage for a more global perspective.</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%">756-773</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%">Bongani D. Bantwini</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ANALYSIS OF THE STATE OF COLLABORATION BETWEEN NATURAL SCIENCE SCHOOL DISTRICT OFFICIALS AND PRIMARY SCHOOL SCIENCE TEACHERS IN SOUTH AFRICA</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%">district officials</style></keyword><keyword><style  face="normal" font="default" size="100%">Primary schools</style></keyword><keyword><style  face="normal" font="default" size="100%">South Africa</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479542362.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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%">Collaboration and synergy among education stakeholders is a fundamental pillar for any educational reform success. The reported research analyses the state of collaboration and work dynamics that existed between natural science district officials and primary school teachers in the Eastern Cape Province, South Africa. Data were collected through interviews conducted with science district officials and teachers and policy document review. The results focuses on past previous experiences with officials as barrier towards effective collaboration, work dynamics between science district officials and science teachers in their districts, impact on and implications for curriculum reform implementation and professional development. It is argued that effective collaboration between district officials and teachers is a hallmark of curriculum reform success, teacher growth and success in the workplace, which result in student academic achievement. Effective collaborations are built around trust in individual’s professional integrity and are characterised by professional candour, appreciation of individuals and understanding. In conclusion, it is imperative for district officials and teachers to improve communication and strive for effective collaboration, mutual respect, and power sharing rather than domination of one group by the other.</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%">586–598 </style></section></record></records></xml>