<?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%">Berat Ahi</style></author><author><style face="normal" font="default" size="100%">Volkan Atasoy</style></author><author><style face="normal" font="default" size="100%">Sibel Balci</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">AN ANALYSIS OF PLANT BLINDNESS IN TURKISH TEXTBOOKS USED AT THE BASIC EDUCATION LEVEL</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%">document analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">photograph in textbook</style></keyword><keyword><style  face="normal" font="default" size="100%">plant blindness</style></keyword><keyword><style  face="normal" font="default" size="100%">written text</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1523527409.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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 importance of plants is not as clearly understood as that of animals. This lack of attention is called “plant blindness” and is considered one of the most important problems in biology education. Textbooks do not put much emphasis on plants and, therefore, they may contribute to plant blindness. In this research, ten textbooks used for teaching at the basic education level in Turkey were analyzed for plant blindness using the document analysis method. The words and photographs associated with plants and animals were analyzed. The data analysis did not find any evidence that could lead to a conclusion of plant blindness based on the text and photos of these textbooks. However, if the number of plant and animal species covered is increased, and more words and photos are used to introduce these species, children will become more familiar with plants and animals. Besides textbooks, other educational tools can be analyzed in terms of plant blindness to expand on the related literature. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">277-287</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%">Berat Ahi</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE WORLD OF PLANTS IN CHILDREN’S DRAWINGS: COLOR PREFERENCES AND THE EFFECT OF AGE AND GENDER ON THESE PREFERENCES</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%">biological knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">children’s’ drawing</style></keyword><keyword><style  face="normal" font="default" size="100%">phenomenological model</style></keyword><keyword><style  face="normal" font="default" size="100%">plant world</style></keyword><keyword><style  face="normal" font="default" size="100%">qualitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2017</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2017</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1493049530.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">16</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%">Plants is a neglected topic in biology education. Educational activities about plants are important in early terms because they are the base of both the science and the biology education. The purpose of this research is to understand opinions of the children by utilizing drawings and the colors they used. It is run by the phenomenological model point of view in qualitative research method. In the scope of the research, researchers worked with 80 children (40 girls, 40 boys). Data of the research consist of children's drawings. In this context, A4 sized papers and crayons have been distributed to children and they have been asked to make drawings of plants. At the end of the research, it was found that there was a total of 21 different elements and that these elements were drawn 237 times in the children’s drawings. Moreover, no statistically significant dependence was particularly found between the elements of the sun, tree, flower, grass and rain, and age and gender. Similarly, while no significant correlation was found between the number of colors used in the drawings and age, a statistically significant correlation between the number of preferred colors and gender was found in favor of the girls. Furthermore, it was found that the children preferred light colors in their drawings. In light of the findings of the current research, it can be argued that science education given during the preschool period should be conducted by using methods, which are enjoyable and allow children to reflect the knowledge in their minds, for example, through drawings.</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%">32-42</style></section></record></records></xml>