<?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%">Fatma Erdogan</style></author><author><style face="normal" font="default" size="100%">Tayfun Tutak</style></author><author><style face="normal" font="default" size="100%">Mehmet Polat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF PRE-SERVICE SCIENCE AND MATHEMATICS TEACHERS’ AI LITERACY AND ETHICAL USE OF INFORMATION TECHNOLOGIES ON THEIR ETHICAL REFLECTIONS ON AI</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%">artificial intelligence (AI) ethics</style></keyword><keyword><style  face="normal" font="default" size="100%">artificial intelligence (AI) literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">information technology (IT)</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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%">February/2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4765165</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%">The growing presence of artificial intelligence (AI) in education raises critical questions about teachers’ AI literacy and ethical reflection. This study aims to examine the effects of pre-service science and mathematics teachers’ AI literacy and their ethical use of information technologies on their ethical reflections on AI. The study, designed as a correlational survey, included 219 pre-service science and mathematics teachers from a university in Eastern Türkiye. Data were collected using three instruments: the Artificial Intelligence Literacy Scale, the Information Technologies Ethical Use Scale, and the Artificial Intelligence Ethical Reflection Scale. The findings indicate that, although pre-service teachers demonstrate high levels of knowledge in the technical and critical dimensions of AI, they remain at a moderate level in translating this knowledge into practical application and in engaging in ethical reasoning. Structural equation modelling results indicate that AI literacy significantly and directly influences ethical reflection on AI, whereas the ethical use of information technologies constitutes a weaker predictor. The mediation analysis further reveals that general ethical use of information technologies does not play a significant mediating role in the relationship between AI literacy and ethical reflection on AI.</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%">22-38</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%">Woongbin Park</style></author><author><style face="normal" font="default" size="100%">Hyuksoo Kwon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH TRENDS AND ISSUES INCLUDING COMPUTATIONAL THINKING IN SCIENCE EDUCATION AND MATHEMATICS EDUCATION 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%">computational thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">research trend analysis</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</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%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1667237304.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%">Software (SW) is one of the key technologies in modern society, and its importance is receiving the attention of the educational community. In addition, Computational Thinking (CT) has been studied in fields of various education such as computer science, science, mathematics, and technology. The prominence of computer science education has increased in K-12 South Korean schools with the effect of the 2015 Revised National Curriculum and the National Plan for Activating Software Education. In addition, there are active efforts to include CT in science, technology, and mathematics classrooms. Therefore, this study aims to review prior studies on CT in science and mathematics education. The results of this study are as follows: 1) CT in science and mathematics education has a different conceptual approach than CT in computer education. Science education is mostly about problem-solving activities using computers, and mathematics education mostly utilizes the ‘abstraction’ related approach. 2) The key to improving CT in both subjects is to implement practical experience in science and mathematics education. Variables of interest in prior studies were scientific and mathematical problem-solving skills, the attitude of subjects, and creativity. 3) CT education in science and mathematics education has used a convergence education approach (STEAM education). </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%">875-887</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%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE CONCEPT OF FORM IN GEOMETRY: SOME CONSIDERATIONS CONCERNING SCIENCE AND MATHEMATICS EDUCATION</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%">Euclidean geometry</style></keyword><keyword><style  face="normal" font="default" size="100%">Euclidean propositions</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1554359213.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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 concept of form is one of the most intuitive within our experience. When we say that two objects of different dimensions have or do not have the same form there is not properly a reflexion behind this claim. Rather, it is, at all appearances, based on our visual faculties, which is perfectly in order in the context of our daily life. This intuitive and visual notion of form is suitable to the necessities of our practical, or also esthetical, experience. However, on second thought, things are not so easy: suppose that I look at an object and I find that it is circular. I claim, hence, that it is a circle and my statement is correct. Another person looks at this object from another point of view and sees that this object is an ellipsis or a hyperbola or a parabola. He is not wrong. This person is not the prey of a dream or of a hallucination. He is observing the world from another point of view, or as usually told in mathematics and physics, from another reference frame. </style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">152-157</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%">Bekir Yıldırım</style></author><author><style face="normal" font="default" size="100%">Sabri Sidekli</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEM APPLICATIONS IN MATHEMATICS EDUCATION: THE EFFECT OF STEM APPLICATIONS ON DIFFERENT DEPENDENT VARIABLES</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%">engineering</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics pre-service teacher</style></keyword><keyword><style  face="normal" font="default" size="100%">science</style></keyword><keyword><style  face="normal" font="default" size="100%">technology</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/2017/987-1523526639.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 purpose of the research is to analyze the effect of STEM applications on mathematics pre-service teachers' mathematical literacy self-efficacy, technological pedagogical knowledge and mathematical thinking skills and their views on STEM education. This research has been carried out by 29 mathematics pre-service teachers who are schoolers at the educational faculties of Mus Alparslan University. The research was completed in 10 weeks (3 hours per week) in spring semester of 2016-2017 academic year. Mixed research approach was used in the study. &quot;Mathematical Literacy Self-Sufficiency Scale&quot;, &quot;Mathematical Thinking Scale&quot;, &quot;Technological Pedagogical Area Information Scale&quot; and &quot;STEM Interview Form for Mathematics Pre-service Teachers&quot; were used as data collection instruments. The collected data were analyzed, and it was certain that the STEM applications positively affected the pre-service teachers' mathematics literacy self-efficacy and technological pedagogical content knowledge. However, STEM applications were not seemed to have a positive effect on mathematical thinking. Moreover, when the opinions of the pre-service teachers were examined, it was identified that the STEM applications changed positively the opinions of the pre-service teachers about the mathematical literacy, and that they lacked many subjects such as field knowledge and pedagogy knowledge about STEM education. Suggestions were made in the direction of the findings obtained. </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%">200-214</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%">Paolo   Bussotti</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A POSSIBLE ROLE FOR HISTORY OF MATHEMATICS AND SCIENCE IN MATHEMATICS AND SCIENCE EDUCATION</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%">high school instruction</style></keyword><keyword><style  face="normal" font="default" size="100%">history of mathematics and science</style></keyword><keyword><style  face="normal" font="default" size="100%">mathematics education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811173.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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%">My research fields are history of mathematics and science, mainly physics and astronomy. I have also published some works on mathematics and physics education (as to these works see Bussotti 2012a; Bussotti 2012b; Pisano-Bussotti, 2012; Bussotti 2013). I have often wondered which role history of science can have inside science education, basically referring to high school and university students. This subject dates back at least at the second half of the 19th century when an important debate took place in Europe as to the most appropriate manner to teach Euclidean geometry. There were various positions: scholars who thought Euclid (fl. 300 BC) had to be completely abandoned, others who believed that the Elements had to be almost literally taught and, between these two opposite extreme opinions, a series of intermediate ones existed (for this problems see Bussotti, 2012a, where a series of references is presented, too). The discussion on the role of history of science/mathematics inside science/mathematics teaching is hence a long period debate and I have no pretension to provide an answer, but only to point out some questions and to develop a reasoning around them.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">712-715</style></section></record></records></xml>