<?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%">Caner Ozdemir</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING ENVIRONMENTAL LITERACY THROUGH CREATIVE DRAMA IN 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%">creative drama</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">primary science education</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%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4863027</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%">Environmental literacy is a multidimensional learning process that includes environmental knowledge, attitudes, values, awareness, responsibility, and intentions to take environmental action. However, primary environmental education often remains limited to cognitive outcomes and may not sufficiently foster affective engagement or ecological responsibility. This study examined the potential of creative drama as a transformative pedagogy for enhancing third-grade students’ environmental literacy in primary science education. An explanatory sequential mixed-methods design was employed. The quantitative phase used a quasi-experimental pre-test–post-test control group design (n = 60; experimental = 30, control = 30), followed by a qualitative case study with 12 students from the experimental group. Quantitative data were collected using the Environmental Literacy Scale for Children and analyzed using ANCOVA (controlling for pre-test scores) and paired-samples t tests. Qualitative data were obtained through semi-structured interviews and analyzed using thematic analysis. Results indicated significant improvements in environmental literacy, particularly in environmental attitudes and pro-environmental behavioral intentions. Students also reported increased empathy, collaboration, imaginative engagement with environmental problems, and critical reflection on ecological responsibility. Overall, creative drama appears to be a promising transformative approach for environmental literacy in primary science education.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">335-350</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%">Aslı Sarışan-Tungaç</style></author><author><style face="normal" font="default" size="100%">Süleyman Yaman</style></author><author><style face="normal" font="default" size="100%">Belgin Bal-Incebacak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ VIEWS OF SCIENTIFIC INQUIRY IN A CREATIVE DRAMA ACTIVITY</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%">creative drama</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">views of scientific inquiry (VOSI)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1529508634.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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%">One of the most important objectives of the science education includes helping students to think about the nature of scientific inquiries like a scientist and keep this point of view in order to understand the events occurring around them. This research aims to (1) compare secondary school students’ views -who have creative drama &amp; conventional education- about scientific inquiry, (2) and whether the experimental and control group students’ views about scientific research differ depending on gender after process. Pre-experimental design with control group was used in this research. The sample of this research consisted of 130 students of 6th grade secondary school in Samsun, Turkey. The data were collected by using VOSI-E questionnaire. Data collected with VOSI-E were analyzed using grouping standards, and students were classified as novice, transition and expert. The data were analyzed by descriptive statistics and nonparametric chi-square test. Research results show that when compared to conventional activities in terms of developing positive views about scientific inquiry, creative drama activities lead higher number of students to expert level. Also, it was found out that the number of students in expert category in experimental group was higher than those in control group at the end of education process.</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%">367-380</style></section></record></records></xml>