<?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%">Kalender Arıkan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ASSOCIATION OF LEARNING STYLES WITH KNOWLEDGE AND PERFORMANCE IN VERTEBRATE IDENTIFICATION OF BIOLOGY STUDENTS</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%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">learning style</style></keyword><keyword><style  face="normal" font="default" size="100%">visual and verbal knowledge</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/2023/987-1740920932.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%">Learning style (LS), either visual or verbal, has become debatable in the field of education vis-à-vis its relation to student success. However, it remains a valuable research theme for improving learning activities in the teaching of highly visual science fields, including biology, physics, and chemistry. Previous studies have primarily focused on the success of participants in the courses they took according to their predetermined learning preferences. Conversely, in this study, all participants attended the vertebrate course and took the same tests. Notably, this study aimed to reveal the relationship between participants' LS, the type of acquired knowledge (visual or verbal), and the retention of knowledge. Accordingly, a self-reported, revised Visualizer-Verbalizer Questionnaire (VVQ) and interviews were used to assess participants' (N = 66; 38 females and 28 males) LS. According to the study results, the visualizers’ identification test scores correlate with LS in the first tests, while those of the verbalizers do not. Retention tests are a distinctive factor in revealing the relationship between LS and test scores. This study shows that investigating the effects of LS in different circumstances contributes to the field of education, and that more in-depth data can be obtained from individuals' learning activities. </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%">7-18</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%">Lauri Kõlamets</style></author><author><style face="normal" font="default" size="100%">Heili Kasuk</style></author><author><style face="normal" font="default" size="100%">Jack Holbrook</style></author><author><style face="normal" font="default" size="100%">Rachel Mamlok-Naaman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE RELEVANCE OF LEARNING OUTCOMES INCLUDED IN ESTONIAN GRADE 7-9 SCIENCE SUBJECT CURRICULA ASSOCIATED WITH THE CONCEPT OF ENERGY</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%">energy concept</style></keyword><keyword><style  face="normal" font="default" size="100%">learning outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary science curriculum</style></keyword><keyword><style  face="normal" font="default" size="100%">relevance in science education</style></keyword><keyword><style  face="normal" font="default" size="100%">SOLO taxonomy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1693507974.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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 on the Estonian lower secondary (7-9th grade) science curricula, is seen as an important framework for educators preparing students as tomorrow’s citizens able to reflect on sustainable energy development. As the curriculum is taken to be the major document allowing insights into Estonian educational standards, this study identifies components within the intended lower secondary science curricula for subjects of biology, chemistry, earth science, physics, and interdisciplinary science. Using document analysis, verbs associated with career-related learning outcomes are detected, allowing the relatedness of the energy conceptualizations and determination of their cognitive level utilizing SOLO (Structure of Observed Learning Outcomes) taxonomy. A team of coders identify a total of 782 learning outcomes across three learning domains: psychomotor (176), affective (32), cognitive (574) at unistructural (33), multistructural (225), relational (276), and extended abstract (40) levels. The majority of energy concept learning outcomes (274) are identified in the source (form) and transfer (transform) categories. Very few career-related learning outcomes are detected with the science education relevance dimensions (individual, societal, career). The suitability of the findings is discussed. The current analyzing method can be applied to other educational disciplines for raising awareness of disciplinary crosscutting concepts. </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%">653-667</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%">Turki Alqarni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARISON OF AUGMENTED REALITY AND CONVENTIONAL TEACHING ON SPECIAL NEEDS STUDENTS' ATTITUDES TOWARDS SCIENCE AND THEIR LEARNING 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%">attitudes towards science</style></keyword><keyword><style  face="normal" font="default" size="100%">augmented reality</style></keyword><keyword><style  face="normal" font="default" size="100%">learning disabilities</style></keyword><keyword><style  face="normal" font="default" size="100%">learning outcomes</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%">August/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1629707085.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 study examined the impact of the Augmented reality (AR) use on Jordanian 6th grade students' attitudes towards science and their learning outcomes. A quantitative quasi-experimental study is preceded with the Pre-test and Post-test control group design model, where 24 students who identified to have special needs participated in this study and were randomly divided into two groups. Two groups, control group 12 students were taught conventionally, and 12 students were designated as the experimental group, they used the AR technology for four weeks. The two scales used in this research were reliable and validated. The results show significant results for the AR technology in enhancing student learning outcomes. Additionally, results supported that AR technology has the potential to enhance students with learning disabilities positive attitudes. The result shows that AR technology helped students in promoting positive attitudes towards students and enhance students learning outcomes. </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%">558-572</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%">Jari Lavonen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DIFFERENT WAYS OF DESCRIBING EXPECTED STUDENT LEARNING OUTCOMES IN SCIENCE</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%">learning outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1405173157.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">10</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The best way of describing what and how a teacher should teach science or what a student should learn in a national level curriculum is not self-evident. Descriptions of “learning outcomes” are increasingly used and have been considered as an important basis for the quality of science education. However, there are variations in the descriptions and also whether they are written as a form of teacher behaviour or as a form of student learning. For example, in the UK the descriptions in the beginning of 1990 in the National Curriculum were written in the form of what students should learn. But the policy has changed and the new curriculum will describe what topics a teacher should introduce to students.
In Europe, the Bologna Process has put the focus on learning outcomes in terms of this concept being a “common language” to describe the curricula in countries throughout the world. The general idea behind transforming the educational aims into the form of learning outcomes is to enhance transparency and accountability of learning outcomes, and to increase the quality of learning. Moreover, the description of learning outcomes of a learning sequence is assumed to enable learners to have an active role in the learning process alongside their teachers. Learning outcomes are typically described in a way they could be used or modified for assessment criteria and for designing items for national level external examinations. Therefore, use of learning outcomes has a direct link to teacher and national level assessment.
Several countries, like the UK, Germany and Finland, are preparing or are planning to prepare in the near future national level curricula. It will be interesting to follow how different demands, like quality assurance, EU harmonising policy, research on teaching, learning and assessment, are realised in 2010 or 2020 curricula.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">4-5 </style></section></record></records></xml>