@article {1322,
	title = {SCIENCE TEACHERS{\textquoteright} APPROACH TO CONTEMPORARY ASSESSMENT WITH A READING LITERACY EMPHASIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {851-864},
	abstract = {In a sample of 1215 teachers, this study examined the readiness of science educators for assessment in the rapidly evolving landscape of artificial intelligence in education. Participants responded to an online questionnaire during the emergency remote teaching phase, offering insights into the frequency and nature of assessment methods utilized. The research draws a connection between assessment techniques during remote teaching and the emergence of AI in education. The results show that the selected assessment methods vary across teachers, with some specific differences observed in the assessment practices of science teachers. The study underscores the critical role of reading literacy in enhancing student engagement in contemporary learning environments. Moreover, the findings suggest that continuous professional development significantly improves the readiness of (science) teachers for AI-enhanced assessment. Drawing from these insights, recommendations for subsequent research are delineated. },
	keywords = {Artificial Intelligence, assessment, reading literacy, SCIENCE teachers, teacher training},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.851},
	url = {https://oaji.net/articles/2023/987-1697653714.pdf},
	author = {Maja Kerne{\v z}a and Dejan Zemljak}
}
@article {1220,
	title = {DEVELOPING COMMUNICATION COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS FOR PRIMARY SCIENCE STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {October/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {836-848},
	abstract = {Effective natural science teaching in primary schools helps students to form and change their conceptions about nature and natural processes. This is only possible through communicating about learners{\textquoteright} existing misconceptions and the process of transforming them into correct scientific concepts {\textendash} using a socio-constructivist learning approach. The aim of this study was to find out what happens when the natural science teaching/learning process moves into digital learning environments. Immediately after the end of the Covid-induced school lock down, a sample of 183 first-, second- and third-grade teachers in Slovenia were asked to report about what happened in their science classes during the 11-week school lock down. The results reveal problems originating in very limited digital literacy competences as well as a lack of basic skills (in the first grade), and slowly emerging basic literacy in grades two and three. This had a great impact on the communication between teachers and students and between students themselves. According to research results, the problem significantly affects science teaching and is particularly urgent in didactics of chemistry and physics. },
	keywords = {basic literacy, communication competence, digital literacy, primary school, science class, socio-constructivist learning approach},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.836},
	url = {https://oaji.net/articles/2022/987-1667236996.pdf},
	author = {Polonca Legvart and Metka Kordigel Aber{\v s}ek and Maja Kerne{\v z}a}
}
