@article {1161,
	title = {NEW DIGITAL COMPETENCE FOR SCIENCE TECHNOLOGY AND ENGINEERING EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-120},
	abstract = {In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today{\textquoteright}s schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today{\textquoteright}s situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.},
	keywords = {digital competences 1.0, digital competences 2.0, digital literacy, science/technology/engineering literacy, society 5.0},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.108 },
	url = {https://oaji.net/articles/2022/987-1647117944.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {839,
	title = {METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {220-233},
	abstract = {Science, technology and engineering functional literacy should be developed purposely in the school system {\textendash} like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T\&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T\&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students{\textquoteright} metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T\&E was implemented in a Technology and Technique{\textquoteright} (T\&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T\&E model increases the students{\textquoteright} science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. },
	keywords = {engineering functional literacy, functional literacy, metacognitive didactic model, science functional literacy, technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.220},
	url = {http://oaji.net/articles/2020/987-1586941392.pdf},
	author = {Zvonka Cencelj and Boris Aber{\v s}ek and Andrej Flogie and Kordigel Aber{\v s}ek, M.}
}
@article {740,
	title = {ROLE AND MEANING OF FUNCTIONAL SCIENCE, TECHNOLOGICAL AND ENGINEERING LITERACY IN PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {132-146},
	abstract = {Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? 
The present research aimed to explore how students in today{\textquoteright}s schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects.
},
	keywords = {engineering functional literacy, functional literacy, key competence, Problem Solving, science functional literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.132},
	url = {http://oaji.net/articles/2019/987-1550083179.pdf},
	author = {Zvonka Cencelj and Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {641,
	title = {WRITING VERSUS TYPING DURING SCIENCE TEACHING: CASE STUDY IN SLOVENIA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {84-96},
	abstract = {In a case study conducted in a biology class in Slovenia, six grade students participated in a biology project Writing Versus Typing in a Biology Class. The final task in this project was to write a chapter for a biology textbook with the title Urtica dioica. The task was performed twice: firstly, the text was written by the hand and secondly it was typed on the computer keyboard. Handwritten and keyboard typed scientific texts, textbook chapters, were compared with the special focus on the lexical, syntactic, and semantic level of the text. The purpose of this research was to find out the effect of replacing handwriting with typing in the process of teaching/learning science subjects, where the understanding of texts is of crucial importance. A closer look at the students{\textquoteright} text products in the typing modality reveals that students, while typing, seem to be cognitively overloaded. One of the consequences of this is a lower level of cognitive achievement in their typed text: students show less knowledge, less terminological accuracy, and, above all, a lesser understanding of the interconnection between the items of information provided. },
	keywords = {biology science class; embodied cognition, handwriting, keyboard writing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.84},
	url = {http://oaji.net/articles/2017/987-1519060073.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {417,
	title = {ELEMENTARY AND NATURAL SCIENCE TEACHERS{\textquoteright} ONLINE READING METACOGNITION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {February/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {121-131},
	abstract = {A new generation of students should learn from e-materials on tablets, notebooks and smart phones. This consequently means that teachers must be competent to teach new literacies, needed for reading/learning from PDF texts, hypertexts and/or World Wide Web. The presented research investigated future teachers{\textquoteright} metacognitive awareness in the process of reading online texts. The sample of 53 2nd year students at the university study program Elementary education and 28 students of natural science and mathematics, pedagogical study, was tested with the OSORS, method for measuring three types of online metacognitive awareness: general reading metacognition, problem-solving reading metacognition and support reading strategies. The results give an insight into future teachers{\textquoteright} online metacognitive skills and guide toward conclusions concerning further investigation in the field of new literacies didactics.},
	keywords = {linear text reading metacognition, online metacognition, reading metacognition, SCIENCE teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.121},
	url = {http://oaji.net/articles/2016/987-1462908392.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Domen Kova{\v c}i{\v c}}
}
@article {446,
	title = {NEW NATURAL SCIENCE LITERACIES OF ONLINE RESEARCH AND COMPREHENSION: TO TEACH OR NOT TO TEACH},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {460{\textendash}473},
	abstract = {This study describes a research focused on science teachers{\textquoteright} evaluation of natural science literacy of research and comprehension competence in their students. Natural science literacy of research and comprehension competence is defined as an essential part of science literacy {\textendash} as a competence to find, evaluate and use science knowledge stored on the Internet (as a part of extended memory) to solve a problem in a science class and to construct students{\textquoteright} own science knowledge. Online science literacy was defined in terms of the following aspects: basic skills (which include computer basics, web searching basics, and general navigation basics), locating information, finding a suitable website, locating the information on the website, critically evaluating the information according to its reliability and according to its relevance for the science class assessment. The data were collected through a 53-item Likert {\textendash} scale questionnaire. The items were adopted from the TICA questionnaire for assessing students{\textquoteright} general online reading competence. Science teachers from 5 different levels of pre-university education assessed their students{\textquoteright} online science literacy in order to evaluate their students{\textquoteright} competence to use the Internet as a storage and as a source of knowledge for teaching/learning process in the science class, to re-evaluate their online teaching practice and the need for implementation of natural science literacy of research and comprehension competence in their science curriculum. },
	keywords = {ICT, Internet in natural science education, natural science literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.460},
	url = {http://oaji.net/articles/2016/987-1479498050.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Kosta Dolenc and Andrej Flogie and Ana Koritnik}
}
@article {421,
	title = {ONLINE FUNCTIONAL LITERACY, INTELLIGENT TUTORING SYSTEMS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-171},
	abstract = {We live in a time of transition from print reading (off-line) to screen reading (on-line), where the role of the book and other literature is being taken over by different types of electronic devices (computers, tablets, smart phones). In the lives of young people, there is less and less printed media, because it is being pushed out by electronic media. Most written media that is still used is thus bound to the classroom. However, in recent years schools have also become more like e-schools. It is almost impossible to find a school that does not use e-material in its educational process. Research indicates that there are differences in reading comprehension when reading off-line and on-line. In a study in which 78 students from the 8th grade of elementary school participated at the course Technology and science (n=77; 53.2\% female), it was shown that in order to overcome this difference, individualised and adaptive Intelligent Tutoring Systems (ITS) can be used. The evaluation of the results also indicates that, for such a form of ITS, there is still plenty of space for optimisation, which is a permanent method of improvement and upgrade in such systems.},
	keywords = {elementary school, reading comprehension, technology and science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.162},
	url = {http://oaji.net/articles/2016/987-1473430613.pdf},
	author = {Kosta Dolenc and Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {281,
	title = {A READING CURRICULUM FOR THE HOMO ZAPPIENS GENERATION: NEW CHALLENGES, NEW GOALS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {92-106},
	abstract = {A new model for a 21st century reading curriculum (RC), needed as a consequence of the changes made by new technologies on human brains in the last two decades, will be presented. Cognitive science warns that some of these changes can seriously threaten the science learning process in school. This of course has implications for the educational system {\textendash} including, perhaps primarily, the RC. A RC for the {\textquotedblleft}Homo zappiens{\textquotedblright} (HZ) generation should comprise of two kinds of reading competences: informative and explicatory reading/learning texts strategies (=off-line reading competence); ICT reading/learning strategies (= on-line reading competence). Both of these are essential for reading, especially for reading both types of natural science texts: those on the screen and those on the paper -in the natural science textbook and in the secondary science literature. The results of the meta-analysis, which was used to examine the basis for implementing a reading curriculum for Homo zappiens by natural science teachers in the near future, are an important part of our research. The question is crucial and relevant because research has proven a strong connection between reading competence, reading comprehension and learning success generally, particularly in a science field. The results have shown a strong absence of interest among natural science teachers regarding reading competence for comprehension of science texts.},
	keywords = {comprehension strategies, natural science, reading strategies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.92},
	url = {http://oaji.net/articles/2015/987-1425757826.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {212,
	title = {QUESTIONING AS A MEDIATION TOOL FOR COGNITIVE DEVELOPMENT IN EARLY SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {March/2011},
	type = {Original article},
	chapter = {6-16 },
	abstract = {In this article are presented the results of an empirical study, which tried to find the explanation for the relatively unsatisfactory results of Slovene pupils in the Trends in International Mathematics and Science study (TIMSS) in the area of early natural science. Questions from teachers and those from children in the process of teaching the school subject of Environmental Studies in the first grade of nine-year primary school were examined and also the communication that the teacher, as a mediator of a learning process, initiates with children. More precisely: the quantity and quality of teachers{\textquoteright}, and consequently also of children{\textquoteright}s questions. 18 teaching hours in two elementary schools were observed and recorded with the defined protocol during the teaching of three thematic topics. The results show that teachers ask too many questions and that those questions are at lower taxonomic levels. The research also showed that children seldom ask questions and that these are also generally at lower taxonomic levels. These types of questions cannot be used as a mediation tool and consequently do not stimulate the cognitive processes of pupils.},
	keywords = {cognitive development, early natural and social science education, primary school, questioning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405173206.pdf},
	author = {Vlasta Hus and Kordigel Aber{\v s}ek, M.}
}
