<?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%">Dek Ngurah Laba Laksana</style></author><author><style face="normal" font="default" size="100%">I Wayan Dasna</style></author><author><style face="normal" font="default" size="100%">I Nyoman Sudana Degeng</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF INQUIRY-BASED LEARNING AND LEARNING STYLES ON PRIMARY SCHOOL STUDENTS’ CONCEPTUAL UNDERSTANDING IN MULTIMEDIA LEARNING ENVIRONMENT</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%">Conceptual Understanding</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">learning style</style></keyword><keyword><style  face="normal" font="default" size="100%">multimedia learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1550082814.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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 identify the effects of inquiry-based learning on the conceptual understanding of students with various learning styles in the multimedia learning environment. This research was factorial experiment with the quasi-experimental design. There were total of 157 primary school students in Bali, Indonesia being involved as the subjects of the study.  There were two instruments used in this research. The first instrument was a questionnaire adapted from Index of Learning Style (ILS) developed by Felder and Soloman for measuring the verbal-visual learning styles. The second instrument was the conceptual understanding test for measuring students’ conceptual understanding in the form of multiple-choice test. The research discovered three findings as follows: (1) there is a significant difference in terms of conceptual understanding between students who are taught by inquiry-based learning and direct instruction strategy, (2) there is a significant difference in terms of students conceptual understanding between visual and verbal students, (3) there is a significant interaction between different learning strategies (inquiry based learning and direct instruction strategy) and students’ learning styles (visual verbal) toward students conceptual understanding. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">51-62</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%">Melis Arzu Uyulgan</style></author><author><style face="normal" font="default" size="100%">Nalan Akkuzu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATIONAL SHORT VIDEOS TO UTILIZE IN THE BIOCHEMISTRY LABORATORY: OPINIONS OF UNIVERSITY STUDENTS</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%">Active learning</style></keyword><keyword><style  face="normal" font="default" size="100%">biochemistry laboratory</style></keyword><keyword><style  face="normal" font="default" size="100%">educational short video</style></keyword><keyword><style  face="normal" font="default" size="100%">multimedia learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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/2017/987-1529509255.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 reveal the opinions of the university students who conducted original educational videos context for the experiments in the Biochemistry laboratory course. Participants were fourth year students (N=40) of the Mathematics and Science Education Department, in Chemistry Education Program. A case study was used and carried out during the Spring term of 2014 at the Faculty of Education of Dokuz Eylul University in Izmir, Turkey. The students designed and took participation in educational short videos. Besides, each group students prepared poster presentations of their video at the end of the 14-week implementation process. To collect data, semi-structured interviews were used. The interview results of the research showed that learning was more meaningful and valid through this laboratory course because the students attended the course with interest and favor and motivated positively. Eventually, the educational short videos can be a powerful convincing learning tool for students. </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%">496-523</style></section></record></records></xml>