<?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%">Tolga   Gok</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A COMPARISON OF STUDENTS’ PERFORMANCE, SKILL AND CONFIDENCE WITH PEER INSTRUCTION AND FORMAL 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%">formal education</style></keyword><keyword><style  face="normal" font="default" size="100%">peer instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">problem solving strategy steps</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811314.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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 effects of peer instruction (PI) and formal education (FE) on students’ performance, skill, and confidence were investigated. The research was performed in a two-year college classroom with 98 students from two groups enrolled in a physics course. One of the groups was selected as an experimental group, and the other was the control group. The students in the experimental group were instructed by peer instruction with problem solving strategy steps (PSSS), whereas the students in the control group were instructed by formal education including PSSS. The research data were collected with the Physics Achievement Test (PAT) and the Problem Solving Confidence Questionnaire (PSCQ). The problem solving skills of the students in both groups were evaluated using quantitative problems in Newtonian mechanics. The PAT and the PSCQ results related to the performance and confidence of the students indicated that there was a statistically significant difference between the means of the experimental group and the control group in favor of the experimental group. The combination of PI with PSSS was more effective for increasing the problem solving skills of the students than the combination of FE with PSSS.</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%">747-758</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%">Ryszard M. Janiuk</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">USEFULNESS OF OUT-OF-SCHOOL LEARNING IN 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%">formal education</style></keyword><keyword><style  face="normal" font="default" size="100%">out-of-school learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425758324.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Out-of-school learning has been playing an increasingly important role in science education. It can be implemented in various ways and encompasses learning activities that take place outside normal lessons reserved for compulsory education. This form of education is typically not coordinated by the school itself and young people take part in it voluntarily. It resembles “outdoor education”, which is, however, more closely linked with meeting aims stemming from formal education. Since the learning activities used in both forms of education are similar, very often solutions and experiences in one form are transferred to the other.
One of the many advantages of out-of-school learning is the fact that is helps increase students’ interest in education by creating extra learning opportunities in the real world. It also makes it possible to discover gifted pupils and develop their talents. However, there is a major issue that needs to be investigated, which is how out-of-school learning influence students’ future actions and decisions concerning science education, bearing in mind that this form of education cannot replace formal education and can only support it. That is why scholars are conducting research with the aim of determining the impact of out-of-school activities on improving the learning of science, especially on outcomes such as achievement, interest in science, careers in science, self-efficacy, perseverance, and effort in learning science (Tran, 2011).</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">128-129</style></section></record></records></xml>