<?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%">Derya Kaltakci-Gurel</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPMENT OF AN OPTICS INTEREST AND EXPERIENCE SCALE (OIES) AND EXPLORING GENDER DIFFERENCES IN PROSPECTIVE TEACHERS’ INTEREST AND EXPERIENCE</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%">experience</style></keyword><keyword><style  face="normal" font="default" size="100%">gender differences</style></keyword><keyword><style  face="normal" font="default" size="100%">geometrical optics</style></keyword><keyword><style  face="normal" font="default" size="100%">interest</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</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%">December/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1544775899.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%">In this research, the development of the Optics Interest and Experience Scale (OIES) was discussed in the first stage, and the gender differences of prospective teachers in their interest and experience were explored with OIES in the second stage. The data were collected from 228 prospective teachers from eleven universities in Turkey. For content and face validity, a theoretical framework for the OIES was established by a detailed literature review and expert opinions were consulted. For the construct validity, the principal component factor analysis was used. The final form of the scale was composed of 33 items and had two main factors namely: ‘experience’and ‘interest’. A reliability analysis of the instrument revealed Cronbach-Alpha coefficients of .906 for the whole scale, .886 for the experience factor, .851 for the interest factor. MANOVA analysis was conducted to explore gender differences in interest and experience scores of prospective teachers in geometrical optics. There was a statistically significant difference between males and females on the combined dependent variables. When the results for the dependent variables were considered separately, the only difference to reach statistical significance was experience such that females reported slightly higher experience in geometrical optics than males. </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%">935-944</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%">Mattias Lundin</style></author><author><style face="normal" font="default" size="100%">Mats Lindahl</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPERIENCES AND THEIR ROLE IN 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%">experience</style></keyword><keyword><style  face="normal" font="default" size="100%">learning science</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2005</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2005</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1481049603.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">4</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This study focuses what role re-actualized experiences may have in a school science setting. Observations were done in two Swedish schools with emphasis on teacher centred lessons. Data consist of field notes, recordings and documents. Two major themes of the results can be highlighted. First, the teachers’ and pupils’ mutual interest in pupils’ re-actualized experiences. Second, the limited elaboration of those. These issues are discussed due to teachers’ work with different purposes. We call that teachers’ orchestration of multiple agendas in science education. Re-actualized experiences appear to become means for motivating pupils in their work with different tasks in order to make them cope.
    The results of this study indicate a difference, compared to what Bergqvist (1990) reports on students posing questions. Here the immediate concern neither seemed to be inductive learning nor to find any correct answers, as in Bergqvist’s study. Instead the task including writing questions and formulation of so called hypotheses promoted the re-actualization of experiences. The task connects the classroom activity to pupils’ previous experiences. The ways of dealing with re-actualized experiences seem to have been appropriated in a way that a limited elaboration has become sufficient. Expressed in other words, we could say that an agenda concerning time and the progress of lessons towards other content areas, sometimes become crucial. In other cases an agenda of considering safety becomes crucial. Although time seem to be at stake, it has to be stressed that re-actualized experiences might become relevant in a not necessarily expected way.</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%">31-39</style></section></record></records></xml>