@article {1318,
	title = {THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {October/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {781-798},
	abstract = {The outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students{\textquoteright} affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner{\textquoteright}s affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object.},
	keywords = {affective domain, digital twin, learning biology, outdoor inquiry, school garden, virtual world},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.781 },
	url = {https://oaji.net/articles/2023/987-1697653427.pdf},
	author = {Jung-Ho Byeon and Yong-Ju Kwon}
}
@article {1287,
	title = {TEACHER{\textquoteright}S GAZE BLIND SPOT IN SCIENCE LECTURE CLASS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {413-426},
	abstract = {The teacher{\textquoteright}s gaze attention can trigger interaction with the student. So if the teacher fails to equal attention during class, students may be alienated from the interaction. According to this perspective, this study aimed to establish the pattern of the teacher{\textquoteright}s gaze during science lecture classes and whether the change of the gaze when the student{\textquoteright}s seat as an external factor changed. Eye tracking was conducted on six teachers during class, and the teacher{\textquoteright}s gaze fixation and movement were also analyzed after changing the student seat. According to the results, teachers mainly focused on the center of student seats, and the gaze blind spot was mainly biased forward. Even if the student{\textquoteright}s seat was changed, the gaze was focused on the center of the classroom, and the gaze blind spot differs within the individual, and the teacher tends to be unaware of it himself. Consequently, the teacher{\textquoteright}s gaze concentration pattern is generally similar, but the gaze blind spot varies depending on the teacher and can be affected by external factors. Therefore, it is necessary to develop a system and retrain program for diagnosis and feedback of teachers{\textquoteright} attention to provide proper and high-quality education to students.},
	keywords = {science class; science teacher; blind spot; eye tracking; gaze attention; teaching behavior},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.413},
	url = {https://oaji.net/articles/2023/987-1687107941.pdf},
	author = {Jung-Ho Byeon and Yong-Ju Kwon}
}
