<?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%">Rita Birzina</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOME ISSUES CONCERNING THE USE OF DIDACTICS OF BIOLOGY</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%">civic engagement</style></keyword><keyword><style  face="normal" font="default" size="100%">Critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">Problem Solving</style></keyword><keyword><style  face="normal" font="default" size="100%">Project-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">research and digital skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1687107653.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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%">Teaching biology is interesting and challenging, at the same time, it is also a dilemma because new and new advances are being made in biological science: biodiversity is changing - new species are being discovered while others are threatened with extinction, and unprecedented genetically modified organisms are being created. Teachers find it difficult to keep up with all the latest developments, especially in cell and molecular biology (Tunnicliffe &amp; Ueckert, 2007). Biology is a unique science that studies living things. The discipline of biology differs from other fields of science (e.g. physics and chemistry) in the breadth and complexity of its knowledge content and the interconnectedness of knowledge at many different levels (Wandersee et al., 2000). Regarding the use of different research methods, biology is also involved in exploring both the micro-world through microscopy, experimental work in the laboratory or in field studies of the macro-world.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">376-380</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%">Rita Birzina</style></author><author><style face="normal" font="default" size="100%">Dagnija Cedere</style></author><author><style face="normal" font="default" size="100%">Liva Petersone</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACTORS INFLUENCING THE FIRST YEAR STUDENTS’ ADAPTATION TO NATURAL SCIENCE STUDIES IN HIGHER EDUCATION</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%">adaptation to studies</style></keyword><keyword><style  face="normal" font="default" size="100%">first year natural science students</style></keyword><keyword><style  face="normal" font="default" size="100%">institutional</style></keyword><keyword><style  face="normal" font="default" size="100%">personal and academic factors</style></keyword><keyword><style  face="normal" font="default" size="100%">transferable skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1559372124.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</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 mass-approach in higher education promotes the broadening of students’ number and diversity therefore the question about the young people’s readiness to adapt to studies becomes more and more topical. Students who enrol in the natural science faculties of the University of Latvia (UL) are motivated and have high assessment in biology and chemistry as school subjects. However, the studies already during the 1st term prove that students encounter problems to get adjusted to the study process. In order to find out the key factors that determine the adaptation of the first-year students to studies, an e-questionnaire was developed and 79 students from the Faculty of Chemistry and Faculty of Biology were surveyed. Institutional and personal factors that are focused on the application of transferable skills are mainly those that affect the students’ adaptation in the first term of studies. At the same time such issues of the academic factor as students’ prior knowledge in biology, chemistry, physics and mathematics and their skill to learn independently are intrinsic for students’ successful studies.</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%">349-361</style></section></record></records></xml>