<?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%">Suna Karlıdağ</style></author><author><style face="normal" font="default" size="100%">Kozcu Cakir, N.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ENGINEERING DESIGN-BASED ROBOTICS CODING AS A PATHWAY TO ACADEMIC ACHIEVEMENT AND METACOGNITIVE DEVELOPMENT 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%">academic achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">educational robotics</style></keyword><keyword><style  face="normal" font="default" size="100%">engineering design-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognitive awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">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%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913731</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%">Understanding how learning occurs in engineering design-based robotics coding (ED-RC) environments remains an important issue in science education, as previous research has primarily focused on learning outcomes rather than the processes underlying these outcomes. This study examined the effects of ED-RC applications on sixth-grade students’ academic achievement and metacognitive awareness, with particular attention to metacognitive regulation during learning processes. A convergent parallel mixed-methods design was employed. The quantitative component used a quasi-experimental pretest–posttest control group design with 61 students, while qualitative data were collected through semi-structured interviews. Quantitative data were analysed using ANCOVA, and qualitative findings were examined through a theory-driven descriptive framework. The findings indicated that the experimental group achieved significantly higher scores in both academic achievement and metacognitive awareness after controlling for pre-test differences. Qualitative findings further showed that students engaged in planning, monitoring, evaluation, debugging, and revision processes throughout the activities. Overall, the findings suggest that ED-RC environments may support learning through iterative design and reflective problem-solving processes that encourage metacognitive regulation.</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%">489-506</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%">Heilo Altin</style></author><author><style face="normal" font="default" size="100%">Margus Pedaste</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING APPROACHES TO APPLYING ROBOTICS 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%">constructionism</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivism</style></keyword><keyword><style  face="normal" font="default" size="100%">educational robotics</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">LEGO Mindstorms</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem Solving</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%">September/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425808570.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%">The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers’ and students’ impressions. However, robotics can be seen as a “tool” to create many approaches to science education, such as inquiry learning and problem solving.</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%">365-377 </style></section></record></records></xml>