<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jože Brecl</style></author><author><style face="normal" font="default" size="100%">Kordigel Aberšek, M.</style></author><author><style face="normal" font="default" size="100%">Borut Čampelj</style></author><author><style face="normal" font="default" size="100%">Andrej Flogie</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STEAM LEARNING AS A BASE FOR DEVELOPING COMMUNICATION SKILLS IN INCLUSIVE SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaboration-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">communication skills</style></keyword><keyword><style  face="normal" font="default" size="100%">game-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive school</style></keyword><keyword><style  face="normal" font="default" size="100%">innovative learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">special educational needs (SEN)</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1729494083.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research addresses the problem of how to tackle STEM education and its transformation into STEAM education in an inclusive school. It highlights the need for communication competence in collaborative teaching supported by problem-based (PBL), project-based (PrBL) and game-based (GBL) learning. At the same time, it is necessary to highlight the importance of arts in all the listed innovative forms of learning and teaching, as teamwork and cooperation between the members of these teams are extremely important. The key competence of this participation in the mentioned forms of knowledge is communication competence, which is manifested in students' self-confidence/lack of self-confidence, in their level of well-being, collaboration, motivation, their active role and awareness.
The empirical research was conducted on a sample of eleven classes from six Slovenian-inclusive schools, with at least one student with SEN in each class. The research focused on the differences between students with and without SEN regarding their perception of STEAM lessons supported by gamification elements. The results showed that using innovative teaching methods can connect and positively affect STEAM, which, with the help of technology, engineering and art, consequently, improves a deeper understanding of the field of Science and Mathematics (S-tea-M).
</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">854-866</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aleksandar Janković</style></author><author><style face="normal" font="default" size="100%">Dragan Lambić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF GAME-BASED LEARNING VIA KAHOOT AND QUIZIZZ ON THE ACADEMIC ACHIEVEMENT OF THIRD GRADE PRIMARY SCHOOL STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">game-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">Kahoot</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-test-post-test research design</style></keyword><keyword><style  face="normal" font="default" size="100%">primary education</style></keyword><keyword><style  face="normal" font="default" size="100%">Quizizz</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1652122393.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The application of student response systems could have a lesser effect on the science education of younger students compared to the effects achieved with older students in language and social science courses. The aim of this research was to determine the effect of the application of Kahoot and Quizizz on the academic achievement of third grade primary school students (9 years old) in a natural sciences course. A total of 113 third grade primary school students participated in this research. During the experimental phase which lasted 4 weeks, the participants were divided into three groups. Out of two experimental groups one group used Kahoot as a learning aid, while the other used Quizziz. The third group was the control group. At the beginning and at the end of the experimental phase, the participants were given an academic achievement test. The results of this research showed that the experimental group which used Kahoot for learning the content of the natural sciences course achieved significantly higher results in the post-test than the control group. There were no significant differences in the academic achievement of the group which used Quizizz and the other two groups. This result indicated that Kahoot could be used effectively as a learning aid in third grade primary education in the field of natural sciences.</style></abstract><issue><style face="normal" font="default" size="100%">2</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">224-231</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hui Zeng</style></author><author><style face="normal" font="default" size="100%">Shao-Na Zhou</style></author><author><style face="normal" font="default" size="100%">Gui-Rong Hong</style></author><author><style face="normal" font="default" size="100%">Qiu-ye Li</style></author><author><style face="normal" font="default" size="100%">Shao-Qiu Xu</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EVALUATION OF INTERACTIVE GAME-BASED LEARNING IN PHYSICS DOMAIN</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">game-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge acquisition</style></keyword><keyword><style  face="normal" font="default" size="100%">learning guidelines</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1591088071.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In recent years, game-based learning has attracted much attention in education; however, the effectiveness of game-based learning is still not solidly confirmed. In the present research, a game-based learning in the physics domain with guides provided direct and immediate feedback. The research was conducted among three different groups: the traditional group, the educational video group, and the game-based learning group. The result showed that the game-based learning group performed the best among the three groups, followed by the educational video group, and the traditional group performed the worst. Students in the game-based learning group were enrolled into an interview to study which types of guides enhanced students’ game-based learning. From the interview, the prompts and the interactive characteristic of the game-based learning environment took the first two places. In addition, students benefited from the features of game-based learning including task requirements for execution, the tip prompt function, the feedback mechanism, and the story settings. Therefore, it is necessary to integrate applicable guides into the design of game-based learning according to students’ perspectives for providing engaging learning experience. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">484-498</style></section></record></records></xml>