<?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%">Naeun Lee</style></author><author><style face="normal" font="default" size="100%">Ilho Yang</style></author><author><style face="normal" font="default" size="100%">Seongun Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DETERMINING THE ROLE OF SPATIAL ABILITY IN PERFORMING LUNAR PHASE CHANGE TASK USING BRAIN ACTIVITY ANALYSIS</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%">brain activation</style></keyword><keyword><style  face="normal" font="default" size="100%">electroencephalography</style></keyword><keyword><style  face="normal" font="default" size="100%">lunar phase change</style></keyword><keyword><style  face="normal" font="default" size="100%">mental rotation</style></keyword><keyword><style  face="normal" font="default" size="100%">perspective-taking</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/2023/987-1729495740.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%">Many students have difficulty understanding the concept of lunar phase changes (LPCs) due to spatial ability problems such as perspective-taking (PT) and mental rotation (MR). Therefore, this study aimed to compare brain activity during PT and MR tasks while performing the LPC task to determine the involvement of PT and MR. This study measured brain waves using EEG in 20 participants while solving the 3 tasks. First, the power values in the theta band of all cortical areas showed a significant difference between MR and LPC tasks. Second, in the strategy execution section with a statistically significant difference, the occipital lobe and limbic system were mainly active during the PT task, whereas the frontal lobe was mainly active during the LPC task. Third, for strategy execution, during MR and LPC tasks, the frontal lobe, temporal lobe, and limbic system were all activated to significantly different degrees. Therefore, both PT and MR, particularly PT, are required to solve the LPC task. Moreover, for students who have difficulty learning LPC, it is necessary to recognize the need for spatial ability, such as PT ability, and establish an appropriate teaching strategy.</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%">899-913</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%">Tine Pajk</style></author><author><style face="normal" font="default" size="100%">Van Isacker, K.</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author><author><style face="normal" font="default" size="100%">Andrej Flogie</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEM EDUCATION IN ECO-FARMING SUPPORTED BY ICT AND MOBILE APPLICATIONS</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%">eco-farming</style></keyword><keyword><style  face="normal" font="default" size="100%">electroencephalography</style></keyword><keyword><style  face="normal" font="default" size="100%">environment protection</style></keyword><keyword><style  face="normal" font="default" size="100%">mobile learning</style></keyword><keyword><style  face="normal" font="default" size="100%">non-formal education</style></keyword><keyword><style  face="normal" font="default" size="100%">sustainable development</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%">April/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1667071946.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%">The presented research focused on developing and testing an innovative interdisciplinary STEM didactic model. The developed didactic model was introduced in the field of eco-farming. To the participants, it offers the possibility for non-formal training, which can take place anywhere and anytime. Participants require some knowledge of STEM subjects (especially chemistry and biology) as well as knowledge of ecology, technology, and engineering, in order to provide answers and solutions to environmental challenges while using knowledge of mathematics (especially combinatorics and statistics) to search for optimal solutions (in our case, a lean business plan). The model was tested in non-formal education settings, based on an interdisciplinary approach and modern technologies, such as monitoring the effectiveness of training using electroencephalography (EEG) and mobile applications. In the presented didactic model, special emphasis was placed on an interdisciplinary STEM approach to environmental protection, ecology, connatural forms of production and sustainable development.
The presented research confirms the hypotheses that non-formal education is becoming an increasingly important form of education and training, and that the use of the interdisciplinary didactic model, contemporary technologies, and mobile applications, increases the time and intensity of concentration in learning and thus improves learning effectiveness. 
</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%">277-288</style></section></record></records></xml>