<?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%">Jehan Saleh Lardhi</style></author><author><style face="normal" font="default" size="100%">Abdelrahim Fathy Ismail</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF LEARNING STATIONS STRATEGY ON DEVELOPING SCIENTIFIC CONCEPTS OF LIFE AND ENVIRONMENT IN EARLY CHILDHOOD 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%">kindergarten children</style></keyword><keyword><style  face="normal" font="default" size="100%">learning stations strategy</style></keyword><keyword><style  face="normal" font="default" size="100%">life concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific concepts</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=4863024</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%">Science education is fundamental to shaping how children perceive the world and cultivate their initial scientific reasoning. This study examined the impact of the &quot;Learning Stations Strategy&quot; on developing scientific concepts of life and the environment among young learners. Utilizing a quasi-experimental approach, the study involved 64 kindergarteners from Hofuf, Al-Ahsa, Saudi Arabia, divided into experimental and control groups. After consulting with experts to define age-appropriate scientific concepts, an educational unit was crafted around the Learning Stations Strategy. These stations engaged children through hands-on tasks, experiments, observational activities, and guided reflections. To measure progress, a specialized &quot;Scientific Concepts Test of Life and Environment&quot; was administered before and after the intervention. The findings demonstrated statistically significant gains favoring the experimental group, highlighting the strategy's success. Specifically, children participating in the learning stations showed a deeper grasp of life concepts-such as distinguishing between living and non-living things, identifying basic survival needs, and understanding growth, biological functions, and diversity. Furthermore, there was improvement in environmental awareness, including the recognition of natural components, resource utility, ecosystems, environmental stewardship, and the basics of pollution. These findings suggest that moving away from teacher-centered teaching toward more interactive, station-based learning can enhance children’s curiosity and understanding. </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%">318-334</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%">Min Kyung Kim</style></author><author><style face="normal" font="default" size="100%">Jongwon Park</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LINKING SCIENTIFIC CONCEPTS WITH STUDENTS’ PERSONAL DAILY LIVES: USING THE METAPHYSICAL MEANING OF SCIENTIFIC CONCEPTS</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%">Everyday Context</style></keyword><keyword><style  face="normal" font="default" size="100%">Kuhn’s Paradigm</style></keyword><keyword><style  face="normal" font="default" size="100%">Metaphysical Principle</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific concepts</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1729494367.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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 declining interest in science learning, along with students' perception that science is irrelevant to their daily lives, has been identified as a significant issue. This research aimed to help students connect abstract scientific concepts with their personal and everyday experiences. To achieve this, the research utilized the metaphysical principles implied by scientific concepts, a component of Kuhn’s paradigm. To replace the abstract term ‘metaphysical meanings’, the term ‘Meaning of Life implied by Scientific Concepts’ (MLS) was introduced to make these metaphysical principles more accessible and comprehensible for students. Using MLS, activity sheets were developed and implemented with 57 lower-secondary students. The results showed that students could effectively identify real-life examples of the presented MLS, the number of students who successfully generated MLS increased with additional class sessions, and the content of the MLS expressed by the students was thoughtful and meaningful. Post-activity interviews indicated that students found this approach interesting and helpful for understanding concepts, and teachers were impressed by the quality of the students' work, expressing a desire to implement this approach in their classes. It is concluded that using MLS to connect abstract scientific concepts with students' everyday lives is both feasible and applicable in school science.</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%">882-898</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%">Hiroyoshi Kinoshita</style></author><author><style face="normal" font="default" size="100%">Ryosuke Utani</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING PROGRESSIONS IN LOWER-SECONDARY SCHOOL SCIENCE EDUCATION IN JAPAN</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%">learning progressions (LPs)</style></keyword><keyword><style  face="normal" font="default" size="100%">lower-secondary school science</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">systemic learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1633680500.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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 research examined whether incorporating learning progress (LPs) in teaching can help Japanese lower-secondary school students systemically understand science concepts. A teaching plan incorporating the learning progressions (LPs) concept was developed. Next, a lesson was conducted for 36 third-year students of a public lower-secondary school in Japan (Hiroshima Prefecture) from the unit of “Ions and Atoms.” Then, the portfolios used in the class and the assessment questions after the class were analyzed. The results show that some students understood the concepts systemically at the grade level indicated by the LPs; however, some students did not. The results of this study suggest the following: (1) teachers should examine the appropriate teaching methods in the target unit and incorporate teaching to allow students to engage with what they are learning; (2) students should understand the lower-level concepts related to the target unit based on LPs, and if the level of understanding is insufficient, teachers should incorporate time to review and reconstruct the concepts. </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%">775-789</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%">Sheikha Al-Araimi</style></author><author><style face="normal" font="default" size="100%">Abdullah Ambusaidi</style></author><author><style face="normal" font="default" size="100%">Mohammed Selim</style></author><author><style face="normal" font="default" size="100%">Mohammed Al Amri</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF CARICATURE DRAWINGS IN THE ACQUISITION OF SCIENTIFIC CONCEPTS AND ATTITUDES OF 4TH GRADE STUDENTS FOR BASIC EDUCATION TOWARDS SCIENCE</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%">attitudes towards science</style></keyword><keyword><style  face="normal" font="default" size="100%">caricature drawings</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific concepts</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/2017/987-1529508870.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%">This research aimed to examine the impact of caricature drawings in the acquisition of scientific concepts and attitudes of 4th grade students for basic education towards science. The sample of the research consisted of 162 students from 4th grade. 
The results revealed that there were statistically significant differences at (p = .001) between the two groups in acquisition of scientific concepts in favour of experimental group. In addition to that, females scored significantly more than males in the post-test (p = .001), whereas the interaction between group and gender was not significant. 
The results also indicated that there were statistically significant differences (p = .001) between the two group in the attitudes towards science in favour of experimental group scores. The gender also has a significant impact on developing positive attitudes towards science in favour of females, whereas the interaction between group and gender was not significant. Finally, there was a statistically significant difference (p = .001) between pre- and post-application of students’ attitudes towards science scale in favour of post-application for the experimental group. Accordingly, the research recommends the use of caricature drawings to help students’ in the acquisition of scientific concept and developing positive attitudes towards science.
</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%">414-427</style></section></record></records></xml>