@article {1277,
	title = {CLIMATE CHANGE ATTITUDES, RELATIONSHIP TO NATURE AND PRO-ENVIRONMENTAL BEHAVIOUR OF STUDENTS FROM THREE EUROPEAN COUNTRIES},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {April/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {309-322},
	abstract = {Climate change is not a future problem, it is a significant variation of weather conditions becoming warmer, wetter or drier. It is the longer-term trend that differentiates climate change from natural weather variability. The aim of this research was to determine primary school students{\textquoteright} knowledge and attitudes related to climate change among primary school students (n = 473) in the Czech Republic, the United Kingdom and Portugal using a questionnaire survey. The dimensions of climate change knowledge, environmental attitudes and values, pro-environmental behaviour, and climate change attitudes were measured and analysed. The results showed gender differences in favour of girls in all the dimensions studied, except for climate change knowledge, where the results of boys and girls were comparable. In an international comparison, UK children scored higher on climate change knowledge and climate change attitudes dimensions. A multiple regression analysis showed the dimensions of nature preservation and appreciation of nature as the strongest positive predictors of pro-environmental behaviour and the dimensions of climate change knowledge and nature preservation as the strongest predictors of climate change belief. The results suggest the importance and implications of the wider societal debate on climate-related personal dimensions. The interconnectedness of environmental and climate-related topics at the primary school level is also evident.},
	keywords = {climate change attitudes, climate change education, climate change knowledge, environmental attitudes, primary school, pro-environmental behaviour},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.309},
	url = {https://oaji.net/articles/2023/987-1681287540.pdf},
	author = {Karel Nepras and Tereza Strejckova and Roman Kroufek and Milan Kubiatko}
}
@article {994,
	title = {ON WOLVES AND BEES: FACTORS INFLUENCING THE NATURE RELATEDNESS OF THE PRE-SERVICE TEACHERS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {252-260},
	abstract = {Biodiversity is the result of long-term evolution. It is one of the fundamental global problems of today as it is declining in space and time. The aim of this research was to determine the relationship of man and nature and to analyze the influence of variables such as gender, age, pet ownership, cultivation of plants, and perception of popular and unpopular animals. A total of 549 respondents took part in the research survey. In addition to the above-mentioned demographic variables, the research also contained 5 items related to the perceived vulnerability of respondents and 37 items focused on the perception of wolves and bees as example of unpopular or popular animals. All variables except gender had a significant influence on man{\textquoteright}s relationship to nature. Students who perceived their own vulnerability to a greater extent had a more negative attitude towards nature. Fear of both groups of observed animals had a negative influence on the relationship to nature. Other dimensions correlated positively, age as well as plant growing and pet breeding. In the end, the possibilities of improving the relationship to nature are suggested.},
	keywords = {nature relatedness, popular animals, quantitative approach, university students, unpopular animals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.252 },
	url = {http://oaji.net/articles/2021/987-1616865968.pdf},
	author = {Milan Kubiatko and Karel Nepras and Tereza Strejckova and Roman Kroufek}
}
@article {796,
	title = {THE INFLUENCE OF SELECTED VARIABLES ON LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} CONCEPTS ABOUT DISEASES},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {708-716},
	abstract = {Children{\textquoteright}s concept of biological phenomena differs from scientific thought in many aspects. The revelation of wrong concepts contributes to better education, especially when that information is described in a specific field of science. Not only children, but also adults often use anthropomorphic and theological explanations to express their ideas, which confirm their lack of understanding of biological phenomena. A great deal of research has proved retaining of children{\textquoteright}s misconceptions in the fields of zoology and botany. How accurate, however, are their ideas about organisms of a microscopic size? The aim of the research was to find out the influence of selected factors (perceived vulnerability, grade, gender and type of group) on concepts about diseases among lower secondary school students. The research sample consisted of 400 students of lower secondary education from Slovakia. Data were collected through Likert type questionnaires. The correlation was found between perceived vulnerability to diseases, age and concepts about diseases. The statistically significant difference in the results between boys and girls was not confirmed. The higher impact should be aimed at their importance for humans and nature for a better understanding of this concept. },
	keywords = {concepts about diseases, lower secondary school students, perceived vulnerability, quantitative research approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.708},
	url = {http://oaji.net/articles/2019/987-1571127074.pdf},
	author = {Jana Fancovicova and Milan Kubiatko}
}
@article {580,
	title = {EFFECT OF ACTIVE LEARNING ON PERCEPTION OF AND PERFORMANCE IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Editorial},
	chapter = {444-445},
	abstract = {Active learning is a form of learning in which teaching strives to involve students in the learning process more directly than in other methods. This term has got many synonyms like learning through play, technology based learning, activity based learning, group work, project method, etc. the underlying factor behind these are some significant qualities and characteristics of active learning. The term {\textquotedblleft}active learning{\textquotedblright} was introduced by the English scholar R. W. Revans. The definition was developing through time. In more detail, in active learning, students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. It relates to the three learning domains referred to as knowledge, skills and attitudes (KSA). In particular, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation. Active learning engages students in two aspects {\textendash} doing things and thinking about the things they are doing (Renkl et al., 2002). Active learning should transform students from passive listeners to active participants, helps the student understand the subject through inquiry, gathering and analyzing data to solving higher order cognitive problems. There is intensive use of scientific and quantitative literacy across the curriculum, and technology based learning is also in high demand in concern with active learning. },
	keywords = {Active learning, technology based learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.444},
	url = {http://oaji.net/articles/2017/987-1503904586.pdf},
	author = {Milan Kubiatko}
}
@article {538,
	title = {CZECH HIGH SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT BASIC GENETIC CONCEPTS: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {December/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {738{\textendash}745 },
	abstract = {The revelation of misconceptions contributes to better education, especially when that information is described in a specific field of science. Additionally, genetics is one of very problematic topics, and misconceptions appear there frequently as there are difficult interconnections among them. The main aim of the study was to explore high school students{\textasciiacute} misconceptions about basic genetics concepts. Moreover the influence of gender was also examined. Respondents were 102 Czech high school students of two high schools. Research tool was test containing 15 two tier questions concerning about basic genetics concepts like chromosome, DNA, allele and gene. Reliability was determined with the use of Cronbach{\textquoteright}s alpha coefficient. The result of Kolmogor-Smirnov test allowed to use parametric statistical methods. The data were analysed by the using of descriptive statistical methods (mean score) and inferential statistical methods (ANOVA). Concept {\textquoteleft}DNA{\textquoteright} was determined as the most problematic one for students, contrarily concept {\textquoteleft}allele{\textquoteright} was the simplest one. It was found that high school students do not understand selected basic genetic concepts. In addition, students do not interconnect genetic concepts within one complex system of knowledge, they also do not realise structure and hierarchy of these concepts. },
	keywords = {basic genetics concepts, genetics learning, high school students, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.738},
	url = {http://oaji.net/articles/2016/987-1482503099.pdf},
	author = {Jana Vlckova and Milan Kubiatko and Muhammet Usak}
}
@article {457,
	title = {LOWER SECONDARY SCHOOL STUDENTS{\textquoteright} KNOWLEDGE OF AND MISCONCEPTIONS ABOUT ANIMAL MIGRATION: PRELIMINARY RESULTS},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {October/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {607{\textendash}615 },
	abstract = {The animal migration is one of the natural processes and is important not only for animals but also for people. Although this process is inseparable part of the nature, its incorporation into curriculum is on low level, not only in Czech Republic, but also in many other countries. The aim of the research was to identify lower secondary school students{\textquoteright} knowledge of and misconceptions about animal migration and to identify if gender, grade and residence of respondents have an influence on it. The sample size was created by 184 Czech lower secondary school students. The researcher himself created the research tool. It was a test and consisted of 18 questions. The test questions were also analyzed by the proportional determination and also by the methods of descriptive and inferential statistics. The knowledge of migration was very low among lower secondary school students. The grade level had the strongest influence on the knowledge from the examined variables. In the conclusion part implications for pedagogical practice are suggested and also suggestions for the further research in this field of study. 
  
},
	keywords = {Animal Migration, knowledge of migration, lower secondary school students, misconceptions about migration},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.607},
	url = {http://oaji.net/articles/2016/987-1479542570.pdf},
	author = {Milan Kubiatko}
}
@article {420,
	title = {WHY SHOULD WE PUBLISH IN JOURNALS INDEXED IN WEB OF SCIENCE?},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {160-161},
	abstract = {I would like to thank the editor of the journal, who offered me to write an editorial. When I was thinking about the topic, which would be interesting for the readers of journals, I got more ideas. One of the topics, which is more and more discussed is the problem of publication. Where should the author send his manuscript? He/she should choose a shorter way or try to send his own manuscript to the journal with the demanding reviewing process. But, the author is the person who makes the final decision, our effort is to evoke only thinking about the importance of academic work.},
	keywords = {editorial boards, international journals, recognized databases},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.160},
	url = {http://oaji.net/articles/2016/987-1473430543.pdf},
	author = {Milan Kubiatko}
}
@article {340,
	title = {A CROSS-CULTURAL STUDY ON FRESHMEN{\textquoteright}S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {The purpose of this study was to measure the freshmen{\textquoteright}s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8\%), Slovakia (212, 21.3\%), Slovenia (217, 27.3\%) and Turkey (235, 23.6\%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. },
	keywords = {human evolution, nature of science, non-scientific explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.06},
	url = {http://oaji.net/articles/2015/987-1437062033.pdf},
	author = {Andrej {\v S}orgo and Muhammet Usak and Milan Kubiatko and Jana Fan{\v c}ovi{\v c}ova and Pavol Prokop and Miro Puhek and Jiri Skoda and Mehmet Bahar}
}
@article {373,
	title = {ARE STORKS HOMOSEXUALS? PERSISTENCE OF MISCONCEPTIONS AMONG UNIVERSITY STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2013},
	month = {August/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {448{\textendash}457 },
	abstract = {The misconceptions about different scientific phenomena are persisting from childhood till adulthood and no method managed to transform it into the correct form. The study is focused on finding out the misconceptions about common facts of zoology and also human body. The respondents were 112 university students. Among these respondents were 22 science major students and the rest of the respondents were non-science majors. The number of females was 82. All respondents are potentially future teachers at elementary schools, so there is a great chance/ possibility they will teach pupils and present them the kinds of information which are investigated in this study. Research tool contained 7 items, most of them were from the field of zoology and one from the field of human anatomy. Obtained data were analysed by the proportional ratio of correct and incorrect answers and the chi-square test was used for the determination of differences between groups of variables gender and field of study. There was not found a significant difference between males and females and science major students often answered some items more. There were found many misconceptions about common facts of zoology and human body. },
	keywords = {human body, misconceptions, university students},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.448},
	url = {http://oaji.net/articles/2015/987-1447523229.pdf},
	author = {Milan Kubiatko and Kristyna Balatova}
}
@article {320,
	title = {THE TEACHERS{\textquoteright} OPINIONS AND REQUIREMENTS OF BIOLOGY SKILLS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {579-591 },
	abstract = {The problematic of science skills of pupils and students is important to investigate, due to decreasing of attitudes and knowledge of respondents. The presented results are part of bigger investigation, which included the investigation of chemistry, biology and geography teachers on the pupils/students skills. In the study are presented results for the biology part. The aim of research was to prepare, perform and evaluate a questionnaire research, which is based on the above mentioned proposal of biology skills and which investigates the opinions and requirements of lower secondary (ISCED 2) and secondary general (grammar) school (ISCED 3)� teachers on the biology skills of graduates from the lower secondary school� and graduates from grammar schools. A research sample consisted of two groups of teachers. The first group were teachers from lower secondary schools (n = 53) and the second group were teachers from secondary general (grammar) schools (n = 68). As a research tool was used a questionnaire with 4-point Likert type items. Inductive statistics was used for verification of hypotheses; specifically t-test was used for the determination of differences in the answers between lower secondary and grammar school teachers. Grammar school teachers achieved higher score in the majority of cases. The recommendations are mentioned in the conclusion part.},
	keywords = {biology skills, inquiry-based science teaching (IBSE), pupils/students, Questionnaire, teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.579},
	url = {http://oaji.net/articles/2015/987-1425810384.pdf},
	author = {Radka   {\v C}udov{\'a} and Milan Kubiatko and Sabina   Radvanov{\'a} and V{\v e}ra {\v C}{\'\i}{\v z}kov{\'a}}
}
@article {272,
	title = {ASSESSING PRE-SERVICE TEACHERS (DIS) LIKING OF SOME ANIMAL SPECIES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {393-402 },
	abstract = {The purpose of this study was to investigate attitudes of students, in particular primary school and biology pre-service teachers, towards specific animals in order to determine principal reasons for (dis) liking them. The sample consisted of 309 university students. Two factors were extracted termed {\textquotedblleft}pleasant animals{\textquotedblright} and {\textquotedblleft}unpleasant animals{\textquotedblright}. {\textquotedblleft}Unpleasant animals{\textquotedblright} were characterised by certain commonly perceived features such as being dirty, dangerous, distinctive and fear evoking while {\textquotedblleft}pleasant animals{\textquotedblright} were typically beautiful, clean, pleasant to touch, intelligent and responsive. Students with more positive attitudes toward the Biology subject also expressed more positive attitudes toward animals, especially toward {\textquotedblleft}unpleasant{\textquotedblright} animals. And students with more frequent exposure to natural environments had more positive attitudes to {\textquotedblleft}pleasant animals{\textquotedblright}.},
	keywords = {animals, biology education, Experiences, pre-service, primary school education, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.393},
	url = {http://oaji.net/articles/2014/987-1419169320.pdf},
	author = {Gregor Torkar and Milan Kubiatko and Barbara Bajd}
}
@article {263,
	title = {A CROSS-NATIONAL STUDY OF PROSPECTIVE ELEMENTARY AND SCIENCE TEACHERS{\textquoteright} CREATIVITY STYLES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {285-292 },
	abstract = {1799 prospective teachers (596 males, 1203 females), enrolled in various departments (elementary school teaching and science teaching) in selected universities in Croatia, Czech Republic, Lithuania, Slovakia, Slovenia and Turkey, answered questionnaire on creativity styles. From the results of present study we can recognize that creativity potential of prospective elementary and science teachers is more on the adaptors{\textquoteright} side than on the side of innovators. The differences between prospective teachers, originating from different countries, study tracks and of different genders, even if statistically significant, are small (Cohen{\textquoteright}s d below 0.2). From the perspective of the teacher educators it can mean that similar methods to enhance creativity can be used.},
	keywords = {creativity styles, prospective elementary teachers, Prospective Science Teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.285},
	url = {http://oaji.net/articles/2014/987-1419168605.pdf},
	author = {Andrej {\v S}orgo and Vincentas Lamanauskas and Slavica {\v S}imi{\'c} {\v S}a{\v s}i{\'c} and Milan Kubiatko and Pavol Prokop and Jana Fan{\v c}ovi{\v c}ova and Martin Bilek and Iztok Toma{\v z}i{\v c} and Mehmet Erdogan}
}
@article {193,
	title = {A CROSS-NATIONAL STUDY OF CZECH AND TURKISH UNIVERSITY STUDENTS{\textquoteright} ATTITUDES TOWARDS ICT USED IN SCIENCE SUBJECTS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {119-134},
	abstract = {This paper focuses on differences of attitudes related to information and communication technologies among Czech and Turkish university students. Student attitudes were evaluated summatively and with respect to gender, year, country, and type of residential area (town/village). Student attitudes were measured by a modified version of the Information and Communication Technologies Attitudes Questionnaire (Kubiatko \& Hal{\'a}kov{\'a}, 2009). The sample consisted of a total of 770 unversity students (316 Czech and 454 Turkish). The data analysis included factor analysis, MANCOVA, ANOVA, and t-test. The factor analysis yielded five dimensions: 1) Influence of ICT on teaching process, 2) Influence of ICT on human body and environment, 3) Using of ICT in teaching, 4) School and ICT, 5) ICT as didactic equipment. As a result, students from the Czech Republic, male students, sophomores, and students living in town showed more positive attitudes in comparison to other respective groups.},
	keywords = {attitudes, information and communication technologies, Questionnaire, science teaching},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171457.pdf},
	author = {Milan Kubiatko and Muhammet Usak and Kursad Yilmaz and Mehmet Tasar}
}
@article {122,
	title = {PUPILS{\textquoteright} MISCONCEPTIONS ABOUT MAMMALS},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {5-14},
	abstract = {A misconception about animals has been reported in various research reports on the pupils of all age groups. However, deeper study on the children{\textquoteright}s concepts about mammals has never been conducted. This study suggests the ideas about mammals put forward by the children aged from 10 to 15. A questionnaire with 35 multiple choice and open - ended questions were administered to 468 children from 6 elementary schools in Slovakia. The children{\textquoteright}s ideas were examined in five dimensions (animal classification and phylogeny; food; foraging strategies; parental care; senses, morphology and anatomy). Serious misconceptions about mammals across all age groups were found out. Our data provides direct implications for teaching biology. 
        This study showed that Slovakian elementary school pupils had serious problems with several concepts about mammals. Our data corroborate previous findings about misidentification of common mammals with other animals (see Kellert, 1985; Trowbridge \& Mintzes, 1985, 1988; Braund, 1991, 1998). Moreover, the follow up questions showed that although most of the pupils were aware that a whale is a mammal, they were less sure that whales suck milk or feed on plankton. These findings are in line with our current research focused on the children{\textquoteright} concepts about birds (Prokop, Kubiatko \& Fancovicova, acceptted manuscript) and support a necessity of using the multiple questions focused on the same topic rather than using a simple question. Moreover, these data have direct implications for biology practise and can be applied internationally.},
	keywords = {age, animals, mammals, misconception, pupils},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286616.pdf},
	author = {Milan Kubiatko and Pavol Prokop}
}
