<?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%">Nilda Hocaoğlu</style></author><author><style face="normal" font="default" size="100%">Gürbüz Ocak</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF LISTENING STRATEGIES ON THE LISTENING AND SPEAKING SKILLS AND LISTENING MOTIVATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">EFL</style></keyword><keyword><style  face="normal" font="default" size="100%">listening skills</style></keyword><keyword><style  face="normal" font="default" size="100%">listening strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1734857987.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</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 significance of listening strategy teaching over the past 30 years has become more widely acknowledged since it facilitates listening comprehension. However, few studies on teaching listening strategies have looked at this problem from the viewpoint of the students, and teacher, as well as handling students’ motivation, cognitive awareness of listening strategies, and speaking skills. This study aimed to determine the effect of teaching listening strategies to 6th Graders in English lessons on the students' cognitive awareness of listening strategies, listening comprehension and motivation levels, and English speaking skills. The intervention mixed method design was applied to carry out this study. A quasi-experimental design was used to teach the use of listening strategies. The listening strategies teaching took place for six weeks in a secondary school in one of the cities in western Turkey. Quantitative data were collected through using the CALSS, the MSLE, the listening test, and the speaking skill scoring key. Qualitative data were obtained through semi-structured student interviews, diaries, and motivation forms. As a result of the research, teaching listening strategies developed students’ listening and speaking skills. Students' level of cognitive awareness towards listening to English enhanced. Students’ motivation levels for listening increased. In conclusion, students should be encouraged to use listening strategies, and when necessary, the strategies should be reminded, and their use should be demonstrated.</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%">818-836</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%">Mehmet Ersoy</style></author><author><style face="normal" font="default" size="100%">Miray Dağyar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A MATHEMATICAL PROBLEM-SOLVING PERCEPTION SCALE FOR SECONDARY SCHOOL STUDENTS: A VALIDITY AND RELIABILITY STUDY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">mathematics</style></keyword><keyword><style  face="normal" font="default" size="100%">perception</style></keyword><keyword><style  face="normal" font="default" size="100%">problem solving</style></keyword><keyword><style  face="normal" font="default" size="100%">scale development</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/457-1667682828.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">80</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%">Determining students' perceptions of problem-solving is an important step to improve their mathematical problem-solving skills. For this reason, the aim of this study was to develop a scale to determine secondary school students’ perceptions of mathematical problem solving. In the study conducted in a basic research model, a scale application, one of the quantitative research methods, was used. The sample of the study consisted of 325 secondary school students. Validity and reliability analyses were made with the data obtained on the sample. Five sub-dimensions of the scale were determined through exploratory factor analysis. Confirmatory factor analyses were performed for these 5 sub-dimensions, and the fit indices were found to range from acceptable to excellent. The explained variance of the “Mathematical Problem-Solving Perception Scale” was 66.15%, and the Cronbach alpha value for the whole scale was .93. It was concluded that the scale would reveal the perception levels of secondary school students towards mathematical problem solving in a valid and reliable way.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">693-707</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%">Sevil Kurt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SECONDARY SCHOOL STUDENTS’ INTEREST IN PHYSICS, CHEMISTRY AND BIOLOGY CONCEPTS FROM DEVELOPMENTAL VIEW</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">content analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science interest</style></keyword><keyword><style  face="normal" font="default" size="100%">science subjects</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</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%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1639554123.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</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%">In secondary school, where students begin to be more interested in physics, chemistry and biology, it is an important issue how their interests are in terms of all three subject areas according to grade levels. The aim of this study was to examine and evaluate the interest of secondary school students in the concepts of physics, chemistry and biology taught in science classes by grade level. The participants included 251 students enrolled in 16 different classrooms in the 5th, 6th, 7th and 8th grades in a boarding secondary school located in the Eastern Black Sea Region of Turkey. The study was carried out as a developmental study in single screening model. For compliance with the research pattern, study data were collected with a questionnaire consisting of four open-ended questions, and the questionnaire was given to the students in order to find out their thoughts on the matter under consideration. In addition, the students were asked to draw a picture depicting the place and importance of science in their life and to explain their drawings briefly in writing. The data obtained from the open-ended questionnaire and drawings were analyzed through content analysis. The collected data were classified in categories and themes, and matrices were generated accordingly. In addition, frequency and percentage analysis was performed. As a result, science was found to be mostly associated with concepts regarding biology discipline by the students. Also, overall interest level was found to be higher with physics and biology topics at all grade levels studied here.</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%">894-911</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%">Dilek Sultan Acarlı</style></author><author><style face="normal" font="default" size="100%">Hüseyin Abdurrahman Acarlı</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINATION OF STUDENTS’ ATTITUDES TOWARDS BIOLOGY AND BIOLOGY COURSE IN TERMS OF GENDER, GRADE LEVEL AND PET-KEEPING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attitude towards biology</style></keyword><keyword><style  face="normal" font="default" size="100%">biology course</style></keyword><keyword><style  face="normal" font="default" size="100%">pet-keeping behavior</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2537206</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</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%">Biology course can be difficult for students at times as it includes a lot of concepts and a relatively intense content. At this point, students’ attitude towards biology and biology course is highly important because having developed a positive attitude would significantly affect behavior. In other words, those students who have developed a positive attitude towards biology and biology course are expected to be more interested in class, more enthusiastic for learning, and as a result more successful. In this research, the gender and grade level variables as well as the pet-keeping variable were examined. The effects of these variables on the attitudes of secondary school students towards biology and biology course were examined by MANOVA. The sample of the research, which was designed in a relational survey model, consisted of 1047 secondary school students. In the collection of data, “Secondary School Students’ Attitude towards Biology and Biology Course Scale” was used. It was concluded that students who keep a pet have a more affirmative attitude. It was determined that female students have a more affirmative attitude compared to male students and 9th graders have a more affirmative attitude compared to students in other grade levels. Finally, it has been discussed why female students', pet keeping students' and lower grade students' attitudes towards biology and biology course are more affirmative, and suggestions for increasing students' attitudes have been developed.</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%">328-341</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%">Andrej  Šorgo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">APACER: A SIX-STEP MODEL FOR THE INTRODUCTION OF COMPUTER-SUPPORTED LABORATORY EXERCISES IN BIOLOGY TEACHING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer-supported laboratory</style></keyword><keyword><style  face="normal" font="default" size="100%">laboratory exercises</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school students</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=2594546</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article describes a six-step approach used for the introduction of computer-supported laboratory exercises in Biology teaching. Following the model students will be guided from recognizing a problem question to the end report in a series of active tasks. The model was named APACER as an acronym of the six steps: Ask, Predict, Act, Comment, Evaluate and Report. The model was tested with 15 – 18-year-old secondary school students as group and individual work over a time span of ten years and several hundred students performing laboratory exercises in Biology. Work on development of the model can be described as reflective classroom practice. By observation of students’ work, grading of their reports and evaluation of results from exams, it was recognized that students achieved much higher grades because of better knowledge and improved reports. Transfer of the model to other Science subjects is suggested.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">130-138</style></section></record></records></xml>