<?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%">Yakup Doğan</style></author><author><style face="normal" font="default" size="100%">Ahmet Simsar</style></author><author><style face="normal" font="default" size="100%">Ahmet Sami Konca</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRESERVICE TEACHERS’ PERCEPTIONS OF ENVIRONMENTAL ISSUES</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%">environmental awareness</style></keyword><keyword><style  face="normal" font="default" size="100%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">global warming</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">waste management</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%">June/2025</style></date></pub-dates></dates><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%">This study explored preservice teachers' perceptions of environmental issues at both global and national levels, revealing marked differences in awareness and prioritization. 708 preservice teachers from different majors participated in the study. Data were collected through demographic information and Environmental Problems Awareness and Sensitivity Forms. Descriptive analysis and chi-square test were used in data analysis. Globally, participants identified global warming as the most critical environmental issue, reflecting its widespread impact on ecosystems, climate, and human well-being. Conversely, waste management emerged as the most significant concern in Türkiye, highlighting local challenges, while water pollution and bioaccumulation received little to no attention. Population growth was recognized as the primary global driver of environmental problems, whereas lack of education was seen as the leading cause in Türkiye, underscoring the vital role of environmental education. Results revealed that science teacher education exhibited greater awareness of global issues, likely due to academic exposure, while younger groups showed limited understanding, indicating a need for tailored environmental education. These insights underscore the necessity of integrating diverse environmental topics into curricula to address gaps in public understanding, promote sustainability, and encourage informed decision-making at both local and global levels. </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%">399-412</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%">Durmuş Burak</style></author><author><style face="normal" font="default" size="100%">Ahmet Simsar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE PREFERRED MENTORING ATTRIBUTES AND PRACTICES FOR EFFECTIVE SCIENCE TEACHING</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%">effective mentoring</style></keyword><keyword><style  face="normal" font="default" size="100%">mentor teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-school education</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching</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%">February/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1647117435.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</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%">Pre-service teachers encounter many different mentor teachers during the teaching practicum process. While some teachers give sufficient coverage to early childhood science education, some do not. This research aimed to explain effective mentoring attributes and practices of the mentors which preferred by pre-service pre-school teachers during science teaching activities throughout the teaching practice lessons. The study was designed in line with the Q-methodology. The participants of the study were 39 pre-service teachers. Quantitative data were collected with the Q measurement tool developed by the researchers to describe the mentoring attributes and practices in science teaching. In addition, qualitative data were collected and analyzed through an open-ended questionnaire. The results obtained in the study revealed that pre-service pre-school teachers preferred the mentoring attributes and practices, in which they could get support at the point of personal development in science teaching. In addition, it was found that the same pre-service teachers were less likely to prefer the mentor who gave feedback and tried to be a role model while science teaching. </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%">7-25</style></section></record></records></xml>