<?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%">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></records></xml>