<?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%">Juyoung Lee</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PRE-SERVICE TEACHERS' PERCEPTIONS OF AI ETHICS AND ETHICAL DILEMMAS IN SCIENCE CLASSROOM CONTEXTS</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%">AI ethics</style></keyword><keyword><style  face="normal" font="default" size="100%">ethical dilemma</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher preparation</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%">August / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1789235349.pdf</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%">Pre-service teachers are increasingly responsible for guiding students through AI-related ethical challenges in science classrooms, yet little is known about how they perceive these challenges. In this study, 165 pre-service teachers completed a 19-item perception scale spanning five AI ethics domains and an engagement measure, and responded to eight open-ended dilemma scenarios set in science classrooms. Participants showed strong agreement on non-maleficence (M = 4.57) and privacy protection (M = 4.51) but lower and more varied responses on accountability (M = 3.73) and fairness (M = 3.94). Female participants scored significantly higher than male participants in overall perception, while no differences were found by major field or AI coursework experience. Scenario responses revealed that ethical concerns shifted depending on teaching context: learning integrity dominated in student assignment scenarios, verification responsibility in teacher use scenarios, and privacy-public interest tension in social application scenarios. Across scenarios, proposed solutions remained largely at the level of general prescriptions, such as ethics education and prior consent procedures, with few implementation-ready alternatives.  These results point to the need for scenario-embedded AI ethics education within science teacher preparation programs.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">667-680</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%">Yoon Fah Lay</style></author><author><style face="normal" font="default" size="100%">A.L. Chandrasegaran</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CONTRIBUTION OF TEACHER PREPARATION ON GRADE 8 STUDENTS’ SCIENCE ACHIEVEMENT IN TIMSS: A COMPARATIVE STUDY BETWEEN MALAYSIA AND SINGAPORE</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%">career satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">confidence in teaching science</style></keyword><keyword><style  face="normal" font="default" size="100%">Science Achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher preparation</style></keyword><keyword><style  face="normal" font="default" size="100%">TIMSS</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%">August/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1533708650.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 ultimate aim of this research  was to explore the contribution of teacher preparedness or readiness (in terms of their academic background, confidence in teaching science and career satisfaction) towards the achievement in science among Malaysian and Singaporean eighth-graders. The TIMSS 2011 international assessment of student achievement at the eighth grade comprises written tests together with sets of questionnaires that gather information on the educational and social contexts for achievement in science. The TIMSS 2011 science achievement scale was used to gauge Grade 8 students’ science achievement. Confidence in Teaching Science Scale and Teacher Career Satisfaction Scale was used to explore science teachers’ confidence in teaching science and career statisfaction, respectively. Data were obtained from 5,733 Malaysian students and 5,927 Singaporean students who participated in the TIMSS 2011 study using two-stage random sample design.Higher science achievement among Singaporean eighth grade students was related to teachers having more teaching experience, being confident in  science teaching, and being satisfied with  careers . However, these findings were not evident in Malaysia. The findings of such a research may help science educators and policy makers to identify and nurture the strong learning prerequisites of early adolescents in different education systems.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">576-589</style></section></record></records></xml>