<?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%">Delfi Eliza</style></author><author><style face="normal" font="default" size="100%">Trisna Mulyeni</style></author><author><style face="normal" font="default" size="100%">Yulsyofriend</style></author><author><style face="normal" font="default" size="100%">Nenny Mahyuddin</style></author><author><style face="normal" font="default" size="100%">Yeni Erita</style></author><author><style face="normal" font="default" size="100%">Muhammad Dhanil</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPLEMENTATION OF PROJECT-BASED LEARNING IN IMPROVING SCIENTIFIC LITERACY IN EARLY CHILDHOOD EDUCATION: SYSTEMATIC LITERATURE REVIEW</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%">Early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">literature review</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1740921275.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</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%">Improving scientific literacy is crucial for early childhood development, yet limited studies necessitate a thorough analysis to identify effective solutions. This study aims to analyze the implementation of project-based learning in early childhood education to improve scientific literacy. The study followed the identification, screening, eligibility assessment, and inclusion stages using a systematic literature review based on the PRISMA framework. Sources were accessed from databases such as Google Scholar, ERIC, Springer, JSTOR, Dimensions, and ScienceDirect, totalling 2085 articles. After screening articles published between 2014 and 2024, written in English, and relevant to the topic, 55 articles were selected for further analysis. The findings categorize approaches, trends, subjects, effects, and learning media used in adopting project-based learning to develop scientific literacy in early childhood. Two main approaches were identified: 1) narrative and dialogue and 2) project-based learning. Project-based learning is widely applied in 16 countries in Asia, America, Australia, and Europe. The review indicates that project-based learning improves early childhood scientific literacy in physics, biology, astronomy, and technology through learning media such as experimental tools, toys, robots, AR, VR, and AI. Therefore, implementing project-based learning supported by innovative learning media is an effective solution for improving scientific literacy in early childhood.</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%">71-91</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%">Ali Ihsan Benzer</style></author><author><style face="normal" font="default" size="100%">Suat Ünal</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MODELS AND MODELLING IN SCIENCE EDUCATION IN TURKEY: A LITERATURE REVIEW</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%">content analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">literature review</style></keyword><keyword><style  face="normal" font="default" size="100%">modelling in science</style></keyword><keyword><style  face="normal" font="default" size="100%">models in 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%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1622790650.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 articles about models and modelling in the context of science education in Turkey by using content analysis method. Two specific academic databases; one of which was Dergipark, a platform including the academic journals published in Turkey, and Scholar Google were examined in detail so that totally 71 articles on models and modelling in science education were identified. The “article analysis form” developed by the researchers considering into the relevant literature was used to examine these articles. The findings were presented in tables and charts to show the frequency and percentile values regarding the articles examined. As a result, it was found that the purpose of most of the articles is to examine the effect of model / modelling-based teaching method. Concerning the discipline related in the articles, physics was seen to be on the top of the list, more specifically astronomy subject. As another result, qualitative research method appeared to be the most commonly used research method in the articles at hand. Lastly, it was found out that the most frequently examined variable was the mental model of the participants, and the most preferred data collection instrument was conceptual understanding test. </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%">344-359</style></section></record></records></xml>