<?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%">Lim, S.-M.</style></author><author><style face="normal" font="default" size="100%">Youngshin Kim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">GENDER DIFFERENCES IN EXPERIENCES OF 6TH-GRADE STUDENTS INQUIRY ACTIVITIES IN THE REPUBLIC OF KOREA</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%">external experience</style></keyword><keyword><style  face="normal" font="default" size="100%">gender difference</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry stage</style></keyword><keyword><style  face="normal" font="default" size="100%">internal experience</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1697653866.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">Each student's individual experience in learning is very important. Lower secondary school students are engaged in activities that focus on inquiry rather than the acquisition of scientific knowledge in science classrooms. Therefore, the experiences and thoughts of lower secondary school students in the stage of scientific inquiry need to be analyzed. To this end, the internal and external experiences of students in the stages of observation, variable control, and conclusion drawing were analyzed through candle-burning experiments. Seventy-seven 6th-grade students were used as participants. The main activities; main actions; main thoughts; and contribution of actions, consciousness, and emotions were analyzed. No differences were observed in the external and internal experiences of male and female students in each stage of the inquiry activities. There were many cases in which other activities related to the inquiry were carried out in addition to the activities that were mainly performed at the corresponding stage. About 1/4 of the participants had internal experiences unrelated to inquiry. The results showed that interaction needs to be increased by including the variable control stage in the inquiry activities. Given that there were no differences in the external and internal experiences of male and female students, equal inquiry activities without gender discrimination can be achieved.</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%">881-899</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%">Tao Jiang</style></author><author><style face="normal" font="default" size="100%">Chen, J.-G.</style></author><author><style face="normal" font="default" size="100%">Yin-yin Wu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPACT OF INSTRUCTION ON SCIENCE PERFORMANCE: LEARNING INITIATIVE AS A MEDIATOR AND GENDER AS A LIMITED MODERATOR</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%">eighth-grade students</style></keyword><keyword><style  face="normal" font="default" size="100%">gender difference</style></keyword><keyword><style  face="normal" font="default" size="100%">mediation analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science performance</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%">February/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1611648627.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">20</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 research explores whether classroom life (CL), textbooks (TE), and learning initiative (LI) are mediators between instruction (P) and science performance, as well as whether these mechanisms are moderated by gender. 484 eighth grade students completed the questionnaire with four subscales of P, LI, TE, and CL. For the needs of triangulation and complementarity, three focus group interviews were conducted later. Based on mediation analysis and multi-group structural equation modeling, it was found that 1) the direct effects of P on LI, P on CL, P on TE, and LI on science performance are significant, while the other direct effects are insignificant; 2) comparing to the male group, the direct effect of P on LI in the female group is larger; 3) characteristics hindering students’ science learning include: the pace of a lesson is too fast, pictures and experiments are less in the textbook, and top students and low proficiency students are uncooperative. Findings expose that instruction significantly influence students’ science performance, and this impact is completely mediated by students’ learning initiatives. The relation between instruction and learning initiative is stronger in the female group. Textbooks can be useless in the context that instruction does not match students' learning ability.</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%">50-66</style></section></record></records></xml>