<?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%">Soyeon Jang</style></author><author><style face="normal" font="default" size="100%">Sungman Lim</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VISUAL ATTENTION IN EARLY PRIMARY SCHOOL STUDENTS DURING OBSERVATION ACTIVITIES</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%">eye-tracking</style></keyword><keyword><style  face="normal" font="default" size="100%">observation skills</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">visual attention</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%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913726</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%">Scientific observation is a foundational inquiry skill in early childhood science education, yet how visual attention develops during observation tasks among lower-grade primary school students remains underexplored. This study examined whether and how visual attention during science observation activities differs across Year 1, Year 2, and Year 3 primary school students and adults in Korea. A cross-sectional comparative design was employed, using eye-tracking technology to measure fixation duration, fixation count, and gaze transitions across four tasks structured according to SAPA's hierarchy of observation skills. A total of 108 participants (Year 1: n=16, Year 2: n=35, Year 3: n=33, Adults: n=24) completed the tasks, and group differences were examined using one-way ANOVA with Scheffé post hoc tests. Year 1 students consistently differed from all other groups: they showed shorter fixation durations on target areas, more frequent gaze transitions, greater attention dispersal toward irrelevant information, and weaker top-down attentional control. Year 2 and Year 3 students generally performed comparably to adults. These findings indicate that Year 1 students are at a critical developmental stage in the development of observation ability, and suggest that the design of science observation activities and curriculum materials for lower-grade students should reflect these age-related attentional characteristics.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">461-474</style></section></record></records></xml>