@article {752,
	title = {PRIMARY SCHOOL STUDENTS{\textquoteright} CONCEPTIONS ABOUT OWLS, EXPERIENCES WITH OWLS AND THEIR SOURCES OF INFORMATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {April/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {254-263},
	abstract = {The present research explores benefits of using young students{\textquoteright} drawings in combination with written responses for gathering information about science concepts. Younger students are still very limited in their verbal expression and less biologically literate than older students. The aim was to determine primary school students{\textquoteright} conceptions about owls, experiences with owls and their sources of information, and to then determine how beneficial it is to combine information gathered from drawings and written responses in comparison to previous research done with lower secondary school students. Altogether, 280 students attending fourth and fifth grades from schools in Slovenia participated in the research. Students knew well the specific features of owls. Drawings provided more clear information about body parts and proportions, while owls{\textquoteright} specific habitats, behaviours and diet were more thoroughly described in their written responses. Students without experiences with living owls represented owls less thoroughly. Comparison of frequencies of responses in main categories of conceptions about owls showed that using drawings and written responses is equally beneficial for younger and older students. Gathering primary school students{\textquoteright} conceptions about science concepts with both drawings and written responses enables better assessment of a student{\textquoteright}s knowledge than using just drawings or written responses.},
	keywords = {conceptions about owls, experiences with owls, primary school student, student{\textquoteright}s drawing, student{\textquoteright}s written response},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.254},
	url = {http://oaji.net/articles/2019/987-1554359746.pdf},
	author = {Tanja Gnidovec and Gregor Torkar}
}
@article {441,
	title = {PRE-SERVICE TEACHERS{\textquoteright} FEAR OF SNAKES, CONSERVATION ATTITUDES, AND LIKELIHOOD OF INCORPORATING ANIMALS INTO THE FUTURE SCIENCE CURRICULUM},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {401-410},
	abstract = {Studying attitudes toward fauna such as snakes is essential in wildlife management. The main objective of this study was to investigate the impact that fear of snakes has on Slovenian pre-service teachers{\textquoteright} attitudes towards conservation and the likelihood of incorporating animals into developing the future science curriculum. The effect of direct experience on fear of snakes, conservation attitudes, and the likelihood of incorporating snakes into the future science curriculum were also studied. Altogether, 352 full-time and part-time students majoring in preschool education and primary school education were surveyed. The study confirmed that students{\textquoteright} fear of snakes negatively influenced their conservation attitudes and decreased the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes negatively correlated with fear of snakes, and positively with attitudes towards conservation and the likelihood of incorporating snakes into the future science curriculum. Prior direct contact with snakes also affected students{\textquoteright} word associations regarding snakes by reducing the frequency of some associations that emphasize the potential threat snakes pose to people.},
	keywords = {conservation, pre-service teacher, science education, wildlife management},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.401},
	url = {http://oaji.net/articles/2016/987-1479497504.pdf},
	author = {Gregor Torkar}
}
@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 {257,
	title = {FACTORS HINDERING TEACHERS FROM INTEGRATING NATURAL SCIENCES AND MATHEMATICS INTO HOME ECONOMICS COURSES},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {September/2012},
	type = {Original article},
	chapter = {216-223 },
	abstract = {The purpose of this study was to examine the integration of natural sciences and mathematics into home economics teaching, particularly any factors hindering integration. Altogether 88 Slovenian home economics teachers were questioned. The results show that biology, consumer and health education were integrated into home economics courses more often than other subjects. Slovenian home economics teachers{\textquoteright} integration of other school subjects or topics depends mainly on their work experience and combination of subjects during their undergraduate studies. Another indicator, a negative one, was that our teachers didn{\textquoteright}t know some relevant science and mathematics subject curricula and they are not enough competent in these sciences. This should be the first step in the future development of home economics teacher education.},
	keywords = {home economics, integration, Mathematics, Natural Sciences, teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.216},
	url = {http://oaji.net/articles/2014/987-1419168132.pdf},
	author = {Gregor Torkar and Verena Koch}
}
