<?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%">Youngshin Kim</style></author><author><style face="normal" font="default" size="100%">Hyunju Chun</style></author><author><style face="normal" font="default" size="100%">Lim, S.-M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIFFERENCES IN TEACHING AND LEARNING CONCEPT NETWORKS OF PHOTOSYNTHESIS ACCORDING TO ACHIEVEMENT LEVELS</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%">achievement level</style></keyword><keyword><style  face="normal" font="default" size="100%">concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">connected concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">learning concept</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching concept</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4863022</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</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%">Students comprehend most science concepts through in-class learning. Therefore, how teachers present concepts can decisively influence students’ understanding of scientific concepts. Accordingly, this study aimed to identify implications for concept teaching and learning by comparing the conceptual structure of photosynthesis reflected in the teaching concept networks used by teachers with the learning concept networks constructed by students. In this process, the construct of the concept network taught by the teacher and the concepts learned by students at each achievement level were compared and analysed using semantic network analysis. The concepts taught by the teacher and those learned by the students were largely similar, but the strength and complexity of the connections between concepts differed. Moreover, the teacher did not clearly distinguish between subtopics while teaching. As a result, the students recognised the concepts but often failed to distinguish between subtopics. High-achievers learned more concepts and showed a more complex connection between concepts than low-achievers. The findings suggest that teachers should explain scientific concepts by breaking them down into subtopics and presenting them in smaller, interconnected chunks to help students relate new knowledge to existing knowledge.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Research article </style></work-type><section><style face="normal" font="default" size="100%">282-297</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%">Lim, S.-M.</style></author><author><style face="normal" font="default" size="100%">Hyunju Chun</style></author><author><style face="normal" font="default" size="100%">Hyonyong Lee</style></author><author><style face="normal" font="default" size="100%">Youngshin Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING CONCEPT NETWORKS IN THE PHOTOSYNTHESIS BASED ON STUDENTS’ COGNITIVE LEVELS</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%">cognitive level</style></keyword><keyword><style  face="normal" font="default" size="100%">concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">connected concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">learning concept</style></keyword><keyword><style  face="normal" font="default" size="100%">photosynthesis</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%">August/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1724480174.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%">An important educational goal is enabling students to learn scientific concepts. The scientific concepts learned in class are developed within students’ cognitive structures. Despite the successful application of Semantic Network Analysis (SNA) to study these cognitive structures, there has been limited examination of students' concept networks based on their individual characteristics. Therefore, this study aims to evaluate the differences in students’ characteristics based on their cognitive levels, which influence their thinking and behavior. To analyze these differences, this study compares concept and connected concept networks, focusing on photosynthesis, a challenging life sciences topic. The study’s results indicate that students could not clearly distinguish concepts by subtopic, but there were changes in the concept network after class. Although the types and number of concepts students knew were similar depending on their cognitive level, the concept network structure differed. Additionally, some students could not distinguish between similar concepts. Thus, teachers are advised to differentiate between similar concepts during instruction and address personal variables such as students' cognitive levels.</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%">658-678</style></section></record></records></xml>