<?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%">Ali Gunay Balim</style></author><author><style face="normal" font="default" size="100%">Suat Turkoguz</style></author><author><style face="normal" font="default" size="100%">Ummuhan Ormanci</style></author><author><style face="normal" font="default" size="100%">Sevinc Kacar</style></author><author><style face="normal" font="default" size="100%">Ertug Evrekli</style></author><author><style face="normal" font="default" size="100%">Erkan Ozcan</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">TEACHERS’ VIEWS ABOUT PROBLEM-BASED LEARNING THROUGH CONCEPT CARTOONS</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%">concept cartoons</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem-Based Learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Science and Technology Teacher</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%">August/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1447523317.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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 study aimed to examine the views of science and technology teachers towards concept cartoons integrated to problem-based learning. In this context, teachers’ views were compared before and after the experimental treatment of a project. Data was gathered through qualitative research methods. Participants of this study were science and technology teachers from 9 elementary schools in the city of Izmir in the 2011-2012 academic year. In the first step of the study, a 30-hour workshop including theoretical subjects, applications and experimental treatments about concept cartoons was presented to teachers. Then semi-structured interviews were conducted with teachers. Following this workshop, teachers were requested to apply all these applications and experimental treatments. After the experimental applications, semi-structured interviews were conducted again with the same teachers. According to the findings, teachers indicated that problem-based learning modules to improve students’ critical thinking, inquiry learning skills and help them relate their knowledge to daily life. </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%">458–468 </style></section></record></records></xml>