@article {252,
	title = {COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {June/2012},
	type = {Original article},
	chapter = {164-174 },
	abstract = {The research presents a case study in the scope of which real and virtual field trips have been compared. The emphasis was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology. A pre-existing natural trail in the protected area of Maribor Island was chosen and digitized for the purposes of the study. During the development of the virtual trail, real fieldwork was simulated in order to ensure a valid comparison. In the spring of 2011, field exercise tests were conducted by means of a study sample consisting of 211 (8th grade) lower secondary school students.
The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. The results have also led to the conclusion that the students participating in the real field trip were more successful in their performance regarding the exercises they had been assigned, which included real objects serving as tools supporting the students in their observation and investigation endeavours. On the other hand, the students participating in the virtual field trip were more successful with regard to computer-assisted exercises, where they were able to access additional information on more complex processes.},
	keywords = {Education, knowledge gain, lower secondary school, virtual field trip},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.164},
	url = {http://oaji.net/articles/2014/987-1419167662.pdf},
	author = {Miro Puhek and Matej Per{\v s}e and Andrej {\v S}orgo}
}
@article {226,
	title = {THE USE OF COOPERATIVE LEARNING IN DISPELLING STUDENT MISCONCEPTIONS ON CLIMATE CHANGE},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {September/2011},
	type = {Original article},
	chapter = {168-182 },
	abstract = {Misconceptions may be characterized as wrong or inaccurate views of a particular issue which, due to lack of clarity, are seen or perceived wrongly. Students hold misconceptions about many issues and subjects, including in respect of climate change. Most alarming about misconceptions is that if people continue to build knowledge on such misunderstandings, this may have serious impacts on their learning. Following a brief literature review on cooperative learning, this paper adopts a research methodology which a) defines what a misconception is, b) lists possible sources of misconceptions, c) discusses five misconceptions students often have about climate change and d) puts forward some cooperative learning techniques teachers can use to handle the problem.},
	keywords = {climate change, Cooperative learning, Education, misconceptions},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410547274.pdf},
	author = {Evangelos Manolas and Walter Leal Filho}
}
@article {191,
	title = {DEVELOPMENT OF COMMUNICATION TRAINING PARADIGM FOR ENGINEERS},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {June/2010},
	type = {Original article},
	chapter = {99-108 },
	abstract = {Engineers carry a stigma of being ineffective communicators, and various calls for teaching them communication skills have been performed. In the context of Bologna changes in European university space, such calls seem to be even more important, since the demand of employability and applicability of graduate engineers is one of the most important arguments for change. Many engineering educational institutions (mostly universities) have made efforts to improve the situation: they have included rhetoric or communication courses into the existing study programs. Rhetoric/communication teachers, who used to undertake similar courses in the language and literature departments, have mainly taught these rhetoric courses. However no special rhetoric/communication courses have been developed for engineers. The fact is that research in the field of rhetoric for engineers has not got a lot of scientific research yet.
This paper will attempt to given answers to the following question: What kind of communication skills does an engineer require? A rhetoric course, designed for engineers and a didactic model for rhetoric education of engineers will be presented and evaluated. },
	keywords = {Communication, Education, Engineering education, rhetoric},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405171312.pdf},
	author = {Boris Aber{\v s}ek and Metka Aber{\v s}ek}
}
