<?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%">Bekir Yıldırım</style></author><author><style face="normal" font="default" size="100%">Sabri Sidekli</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES</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%">engineering</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics pre-service teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">science</style></keyword><keyword><style  face="normal" font="default" size="100%">technology</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%">April/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1523526639.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%">The purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. &quot;Mathematical Literacy Self-Sufficiency Scale&quot;, &quot;Mathematical Thinking Scale&quot;, &quot;Technological Pedagogical Area Information Scale&quot; and &quot;STEM Interview Form for Mathematics Pre-service Teachers&quot; were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. </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%">200-214</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%">Ragnhild   Löfgren</style></author><author><style face="normal" font="default" size="100%">Jan Schoultz</style></author><author><style face="normal" font="default" size="100%">Glenn Hultman</style></author><author><style face="normal" font="default" size="100%">Lars   Björklund</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXPLORATORY TALK IN SCIENCE EDUCATION: INQUIRY-BASED LEARNING AND COMMUNICATIVE APPROACH IN PRIMARY SCHOOL</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%">exploratory talk</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword><keyword><style  face="normal" font="default" size="100%">science</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425809431.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Recent research on science education has increasingly focused on the role of exploratory talk for learning science in school. This study was conducted in third grade in the Swedish compulsory school and shows how difficult exploratory talk in science is to achieve. The recordings of each lesson focused mainly on the teacher but included the pupils as the teacher interacted with them. The empirical material was analysed from two different perspectives: ways of communicating the science content and communicative approach. The analysis of the classroom practice showed that scien¬tific descriptions were dominating ways of communication. Only in a few cases explanations of scien¬tific phenomena were in focus. Those situations caused turning points into more interac-tive/dialogic communications or exploratory talk. One main conclusion is that exploratory talk and scientific explanations are not easily achieved when working in primary school. These skills are not automatically attained by the use of inquiry-based material – it needs to be trained!</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%">482-496 </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%">Qasim Al   Shannag</style></author><author><style face="normal" font="default" size="100%">Hassan   Tairab</style></author><author><style face="normal" font="default" size="100%">Hamza   Dodeen</style></author><author><style face="normal" font="default" size="100%">Faisal   Abdel-Fattah</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LINKING TEACHERS’ QUALITY AND STUDENT ACHIEVEMENT IN THE KINGDOM OF SAUDI ARABIA AND SINGAPORE: THE IMPACT OF TEACHERS’ BACKGROUND VARIABLES ON STUDENT ACHIEVEMENT</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%">8th grade</style></keyword><keyword><style  face="normal" font="default" size="100%">achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">science</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ practices</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers’ qualifications</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425810596.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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 study focused on comparing science teachers’ qualifications and� practices between Saudi Arabia and Singapore. Data analysed in this study were the responses of science teachers� to the Teacher Background Questionnaire-8th Grade from the Trend in International Mathematics and Science Study (TIMSS) in 2007. The Saudi sample consisted of 175 science teachers while the Singapore sample consisted of 377 teachers.� This research is designed as causal comparative research in which attempts will be made to determine the cause or reason for the existing differences in the achievement of the students of the two participating countries.� The comparison between two countries reveals that there were significant differences in teachers’ preparation for teaching science topics (Biology, Chemistry, Physics, and Earth science), teachers’ license, teaching experience, professional development programs, and teaching practices. Results were discussed and recommendations for science educators and policy makers were proffered.</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%">652-665</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%">Lolita Jonāne</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FINDING POSSIBILITIES TO IMPROVE SCIENCE EDUCATION    IN HIGH SCHOOL AND GYMNASIUM</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%">constructive approach</style></keyword><keyword><style  face="normal" font="default" size="100%">educational process</style></keyword><keyword><style  face="normal" font="default" size="100%">science</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching-learning strategies</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/2016/987-1481049981.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%">Scientific knowledge, skills and attitudes are cultural products of great intellectual power and beauty. The future of science education and scientific literacy of youngsters is determined by the educational policy of the country, moreover, it also depends on teachers working at schools and universities. The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse corresponding educational problems particularly in Latvia.
     The tasks of reported research work was to explore approachable literature about natural science education in general and to analyse some corresponding educational problems particularly in Latvia. Particular attention has been paid to the following components of contemporary educational process: developing student’s thinking skills, they skills to make connections to a known material and to real life situations.
     The author was found out that only 35% of science teachers are paying attention to a process of organizing study process, about 40% of science teachers become a source of knowledge to their students.
     It was stated that not much attention has been paid to interdisciplinary themes and problems, not much attention has been paid to designing positive social environment and building student’s value system.
     Science teachers need to recognize that they educate students to be able to develop their skills, attitudes and awareness as members of the society through a context of science.</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%">63-69</style></section></record></records></xml>