@article {814,
	title = {WHAT IS THE TENDENCY IN BIOLOGY VIRTUAL FIELD TRIPS? THE CASE OF MARIBOR ISLAND TRAIL},
	journal = {Problems of Education in the 21st Century},
	volume = {50},
	year = {2012},
	month = {December/2012},
	type = {Original article},
	chapter = {80-89},
	abstract = {There is no doubt any more that virtual worlds are suitable for school environment. It was shown by various researchers that they can contribute in supplying students with additional information, help them to visualise subjects, respond with answer on demand or even in some cases supplement the real materials. Based on the real experience, the virtual field trail Walk on Maribor Island was developed for biology and natural science classes in lower secondary school. The trail is presented through eight exercises that differentiate not only in theme, but also in difficultness, fun, background idea etc.
 In spring 2011, 133 eighth grade students worked on the virtual field trail during the biology class. After the work on exercises, students were asked to analyse the exercises regarding the level of difficultness, level of interest and level of proficiency. The main aim of the study was to present the tendency in biology virtual field trips that should be taken into consideration before the development of new exercises.},
	keywords = {education, field work, virtual field trips},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.50.80},
	url = {http://oaji.net/articles/2014/457-1419345896.pdf},
	author = {Miro  Puhek and Matej  Per{\v s}e and Andrej  {\v S}orgo}
}
@article {642,
	title = {STUDENTS{\textquoteright} PERCEPTIONS OF REAL AND VIRTUAL FIELD WORK IN BIOLOGY},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {98-108},
	abstract = {The outdoor education is a method of learning with the exposure to (not exclusively) the natural environment that combines all human senses. Students tend to acknowledge a very positive effect of this kind of learning. It is easier and more memorable to connect the theory with practice, when they see things in nature, rather than to just hear about them in the classroom. Despite its popularity, teachers face various obstacles when they take their students outdoors. Although the outdoor education is included in the Slovenian primary and lower secondary school curriculum, the percentage is not high enough, which depends on various reasons. Teachers defined lack of time, suitability of area around the school, not enough instruments for field work and to expanded curriculum as the main reasons for not including field work in the classes. Some of these obstacles could be solved by implementation of information and communication technology (ICT) into the biology and ecology classes. 
 In this research the results of 192 students{\textquoteright} point of view on the importance of field work, obstacles of that kind of work and the ICT as a solution to support or replace the real field works are presented. All questioned students were prospective teachers, so sooner or later majority of them will face issues connected to the field work and possibilities to solve them with the help of ICT.},
	keywords = {biology education, field work, virtual field trips},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.98},
	url = {https://oaji.net/articles/2014/457-1408436024.pdf},
	author = {Miro  Puhek and Matej  Per{\v s}e and Andrej  {\v S}orgo}
}
@article {444,
	title = {LANGUAGE-INDEPENDENT VIRTUAL BIOLOGY EXERCISE FOR THE DEVELOPMENT OF KEY COMPETENCES FOR LIFELONG LEARNING},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {106-113},
	abstract = {Natural sciences in Slovenia are not as popular as we would like them to be. Biology teaching and learning in great part consist of memorizing the facts and not so much of developing competences. Laboratory and field work are recognized as methods where students can achieve subject specific and generic competences, as recommended by different international organizations. Such key competences are mathematical competence and competences in science and technology, and digital competences. Although competences cannot be learned but have to be achieved, the task seems epical when students can hardly find computer supported didactical tools in their own language. 
On the Faculty of Natural Sciences and Mathematics virtual biology exercise Mendelian Genetics with a translational tool was developed. Teachers have the possibility to translate it into desired foreign language. Virtual exercise is interactive and encourages the critical thinking approach to reach the high level cognitive skills and development of different competences.},
	keywords = {Mendelian Genetics, simulations, virtual laboratory},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594542},
	author = {Miro  Puhek and Andrej  {\v S}orgo}
}
