<?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%">Soyeon Kim</style></author><author><style face="normal" font="default" size="100%">Jung-Ho Byeon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARING SIMULATION-BASED AND BLENDED INQUIRY LEARNING IN PRIMARY SCIENCE: EFFECTS ON SCIENCE INQUIRY SKILLS AND AFFECTIVE OUTCOMES</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%">affective domain</style></keyword><keyword><style  face="normal" font="default" size="100%">blended inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">primary science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science inquiry skills</style></keyword><keyword><style  face="normal" font="default" size="100%">simulation-based inquiry</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%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235285.pdf</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%">Inquiry-based learning structured through the 5E learning cycle is widely recognised for fostering conceptual understanding and scientific reasoning. However, optimal strategies for supporting inquiry in primary classrooms remain debated. Empirical comparisons of hands-on, simulation-based, and blended inquiry approaches in primary science classes remain limited, particularly with respect to their effects on scientific inquiry skills and affective outcomes. This study developed a simulation-based inquiry module aligned with the 5E learning cycle and compared three inquiry approaches using a quasi-experimental pre-test and post-test design across six intact sixth-grade classes. Scientific inquiry skills and affective outcomes were measured before and after the inquiry activities. ANCOVA revealed significant group differences in several integrated scientific inquiry skills, including transforming data, interpreting data, formulating hypotheses, and controlling variables. Both simulation-based and blended inquiry approaches improved higher-order scientific inquiry skills and learning motivation, with the blended approach showing the most consistent effects. The effects were more pronounced in integrated inquiry skills and task commitment than in basic inquiry skills and some affective subcomponents. These findings indicate that simulations are most effective when integrated sequentially with hands-on experimentation in primary science learning.</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%">650-666</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%">Caner Ozdemir</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING ENVIRONMENTAL LITERACY THROUGH CREATIVE DRAMA IN PRIMARY 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%">creative drama</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">primary science education</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=4863027</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%">Environmental literacy is a multidimensional learning process that includes environmental knowledge, attitudes, values, awareness, responsibility, and intentions to take environmental action. However, primary environmental education often remains limited to cognitive outcomes and may not sufficiently foster affective engagement or ecological responsibility. This study examined the potential of creative drama as a transformative pedagogy for enhancing third-grade students’ environmental literacy in primary science education. An explanatory sequential mixed-methods design was employed. The quantitative phase used a quasi-experimental pre-test–post-test control group design (n = 60; experimental = 30, control = 30), followed by a qualitative case study with 12 students from the experimental group. Quantitative data were collected using the Environmental Literacy Scale for Children and analyzed using ANCOVA (controlling for pre-test scores) and paired-samples t tests. Qualitative data were obtained through semi-structured interviews and analyzed using thematic analysis. Results indicated significant improvements in environmental literacy, particularly in environmental attitudes and pro-environmental behavioral intentions. Students also reported increased empathy, collaboration, imaginative engagement with environmental problems, and critical reflection on ecological responsibility. Overall, creative drama appears to be a promising transformative approach for environmental literacy in primary science education.</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%">335-350</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%">Sarah Alotaibi</style></author><author><style face="normal" font="default" size="100%">Tahani Alrosaa</style></author><author><style face="normal" font="default" size="100%">Jawaher Alrashood</style></author><author><style face="normal" font="default" size="100%">Rommel AlAli</style></author><author><style face="normal" font="default" size="100%">Ali Al-Barakat</style></author><author><style face="normal" font="default" size="100%">Ali Abdullatif</style></author><author><style face="normal" font="default" size="100%">Ashraf Zaher</style></author><author><style face="normal" font="default" size="100%">Mamdouh Mosaad Helali</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TOWARDS AN ACTIVE ENVIRONMENTAL CITIZEN: SCIENCE EDUCATION AS A CATALYST FOR SUSTAINABILITY IN STUDENTS’ THINKING AND BEHAVIOR</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%">contextualized teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental sustainability</style></keyword><keyword><style  face="normal" font="default" size="100%">primary science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teachers' beliefs</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%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4713274</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%">Amid growing global environmental concerns, education plays a critical role in shaping students' understanding and attitudes toward sustainability. Science education, in particular, is uniquely positioned to foster environmental awareness and encourage responsible behaviors. This research was conducted to identify science teachers' perspectives regarding their role in instilling environmental sustainability values and reinforcing responsible behaviors among their students. A qualitative approach was employed through conducting interviews with a purposive convenience sample of 51 primary-stage science teachers in Saudi Arabia. Collected data was analyzed based on the grounded theory approach to facilitate the extraction of core ideas and themes. The findings demonstrated that teachers are deeply aware of their role in the reciprocal relation between human and the environment, which extends beyond knowledge transmission to shaping students' environmental behaviors, and that their environmental practices function as a model that strongly influences students' practices. Teachers' awareness of modeling, intellectual empowerment, and capability to link learning to real life situations demonstrated their deep understanding of how environmental education shapes long-term environmental attitudes. They highlighted empowering students to expect environmental challenges through integrating science curricula into real-life concerns. The findings strongly support integrating sustainability across disciplines to provide a comprehensive understanding of the concept and demonstrate science teachers' advanced educational vision to facilitate values and critical thinking rather than knowledge transmission.</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%">1017-1032</style></section></record></records></xml>