<?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%">Yongjun Jeong</style></author><author><style face="normal" font="default" size="100%">Da-yeon Yoo</style></author><author><style face="normal" font="default" size="100%">Lim, S.-M.</style></author><author><style face="normal" font="default" size="100%">Hyonyong Lee</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%">COMPARISON OF TEACHING AND LEARNING CONCEPT NETWORKS RELATED TO ECOSYSTEM COMPOSITION IN UPPER SECONDARY SCHOOLS IN 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%">connection network</style></keyword><keyword><style  face="normal" font="default" size="100%">ecosystem composition</style></keyword><keyword><style  face="normal" font="default" size="100%">learning concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching concept network</style></keyword><keyword><style  face="normal" font="default" size="100%">upper secondary school</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%">October/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4659914</style></url></web-urls></urls><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%">Learning in the classroom is mainly done through verbal interaction. Since science learning is a subject in which it is difficult for students to acquire knowledge on their own, teacher guidance in class is more important. This study aimed to compare teaching and learning concept networks for the ecosystem-related content taught in upper secondary schools in the Republic of Korea. This content is divided into two classes—namely, ‘Ecosystem Components’ and ‘Interactions between Ecosystem Components’. The key concept and connection networks for teaching and learning concepts were analysed. The study participants were 10th-grade students and three teachers who taught them. The teacher’s class content was recorded, while the students’ learning concepts were examined using a questionnaire. The collected data were analysed using NetMiner 4.0. The results of this study are as follows: First, the teachers and students predominantly shared the concept of the entire ecosystem; however, the detailed structures of the concept networks differed. Second, the teacher did not clearly teach the concepts of the ‘Ecosystem Components’ and ‘Interactions between Ecosystem Components’ classes and utilised the concepts repeatedly. Third, the follow-up learning content impacted the pre-learning. These findings suggest that teachers need to clearly divide concepts into each topic when teaching. </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%">905-917</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%">Youngshin Kim</style></author><author><style face="normal" font="default" size="100%">Chaewon Oh</style></author><author><style face="normal" font="default" size="100%">Mohadesse Eskandari</style></author><author><style face="normal" font="default" size="100%">Lim, S.-M.</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONNECTION OF TERMS BETWEEN INQUIRY ACTIVITIES AND THE MAIN TEXT IN THE LIFE SCIENCE UNIT OF LOWER SECONDARY SCHOOL TEXTBOOKS 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%">biological terms</style></keyword><keyword><style  face="normal" font="default" size="100%">connection network</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry activity</style></keyword><keyword><style  face="normal" font="default" size="100%">main text</style></keyword><keyword><style  face="normal" font="default" size="100%">terms connection</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%">December/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1671187872.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%">Teachers are highly reliant on textbooks for teaching. In the Republic of Korea, science textbooks help students to understand scientific terms through inquiry activities. However, there is a lack of analysis on whether the inquiry activities suggested in these textbooks appropriately cover the terms included in the main text. Therefore, this study assesses the life science units included in widely used lower secondary school science textbooks in the Republic of Korea by analysing the connection between the terms presented in the inquiry activities and the main text using the NetMiner 4.0 programme. The results reveal that the life science units included in the lower secondary school science textbooks are well structured for learning life science terms through the inquiry activities, as the terms presented in the inquiry activities and the main text are well connected. However, the number of terms included in each unit greatly differs and needs to be supplemented with the optimization of the number of terms per unit. The results provide basic data for the future development of lower secondary school science textbooks. Future research should analyse how the terms used in inquiry activities and the main text are connected in real science classes. </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%">1004-1025</style></section></record></records></xml>