@article {1341,
	title = {THE CONTEXT CONDITIONS STUDENTS{\textasciiacute} REPRESENTATIONS OF THE HUMAN NUTRITION MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {1089-1102},
	abstract = {The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.},
	keywords = {evaluation context, model representation, nutrition model, preservice teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.1089 },
	url = {https://oaji.net/articles/2023/987-1702729294.pdf},
	author = {Teresa Zamalloa and Araitz Uskola and Ainara Achurra}
}
@article {1229,
	title = {EARLY CHILDHOOD PRE-SERVICE TEACHERS{\textquoteright} READINESS FOR USING DRAWING AS A SCIENCE TEACHING STRATEGY},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {December/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {911-927},
	abstract = {The use of drawings for science learning helps students to develop communication, modelling, and reasoning skills. Teachers should be trained to use them. This study addresses the readiness (knowledge, confidence and awareness of the importance and usefulness of drawings) of 120 preservice teachers (PSTs) for using teacher-made drawings as a strategy for teaching science, after participating in activities in which they used drawing as a way to represent scientific knowledge. The knowledge of how to draw was analysed by evaluating the presence of interrelated components, mechanisms and phenomena in drawings of the digestive system. Open questions were used to examine three aspects: confidence, awareness of the importance and awareness of the usefulness. Exploratory cluster analyses were also conducted. 69\% scored low in knowledge, more than 90\% scored high in awareness of the importance and of the usefulness. 28\% showed high confidence. No PSTs with high knowledge and low confidence were found. All PSTs with high knowledge showed high awareness of the importance. It is concluded that in order to prepare teachers for using drawings in science teaching, teacher education programs should include the development of drawing skills that could enhance their confidence and awareness of its importance. },
	keywords = {drawing science, Early childhood education, science education, teachers{\textquoteright} readiness},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.911},
	url = {https://oaji.net/articles/2022/987-1671187481.pdf},
	author = {Ainara Achurra and Teresa Zamalloa and Araitz Uskola}
}
