@article {780,
	title = {EXAMINING SECONDARY SCHOOL STUDENTS{\textquoteright} MISCONCEPTIONS ABOUT THE HUMAN BODY: CORRELATIONS BETWEEN THE METHODS OF DRAWING AND OPEN-ENDED QUESTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {549-557},
	abstract = {Students of various age groups manifest numerous explanations that differ from what is known to be scientifically correct. Misconceptions about the human body are one of the best studied areas of students{\textquoteright} understanding of scientific phenomena. To explore misconceptions, researchers have at their disposal various methods which can lead to different results. In order to find an effective, cheap and representative diagnostic instrument, correlations between scores obtained by open-ended questions and drawings on the example of the human circulatory system were examined. Open-ended questions provide a more complete understanding of student learning but are harder to evaluate objectively in comparison with drawings, particularly in cross-cultural research. Correlations among scores obtained by these two methods in the present research were moderate, which suggests that drawings reflect students{\textquoteright} understanding of the circulatory system, albeit not perfectly. Although drawings probably never provide a complete understanding of children{\textquoteright}s ideas about science, this cheap and time effective method is recommended particularly in cross-cultural research, where standard, comparable conditions are hard to achieve. },
	keywords = {circulatory system, human body, human heart, students{\textquoteright} ideas},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.549 },
	url = {http://oaji.net/articles/2019/987-1564686168.pdf},
	author = {Jana Fan{\v c}ovi{\v c}ov{\'a} and Pavol Prokop}
}
@article {397,
	title = {THE EFFECTS OF 3D PLASTIC MODELS OF ANIMALS AND CADAVERIC DISSECTION ON STUDENTS{\textquoteright} PERCEPTIONS OF THE INTERNAL ORGANS OF ANIMALS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {December/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {767{\textendash}775 },
	abstract = {The decrease in the method of cadaveric dissection and its replacement with alternative methods has led to discussions about the significance of dissection in biology/anatomy lessons. Certain authors argue that the decline in anatomy knowledge in students is at least partially caused by these factors. An investigation was carried out on the effectiveness of teacher{\textquoteright}s demonstrations of cadaveric dissection as opposed to a 3D plastic model on pre-service biology teachers{\textquoteright} ideas concerning what is inside animals. Students were pre-tested on their ideas as to what is inside animals and randomly divided into four treatments (Dissection + Model, Dissection, Model, Model + Dissection). After the treatment, the post-test scores revealed that treatments where both methods were combined resulted in the highest achievement scores, particularly in the case of anatomy of fish. It has been concluded that the combination of cadaver dissection with modern innovative methods is more effective for obtaining anatomy knowledge than the use of only one method. The use of alternative methods should not be in conflict with traditional methods. },
	keywords = {alternative methods, biology education, cadaveric dissection},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.767},
	url = {http://oaji.net/articles/2015/987-1450982163.pdf},
	author = {Jana Fan{\v c}ovi{\v c}ov{\'a} and Pavol Prokop}
}
@article {180,
	title = {CHILDREN{\textquoteright}S CONCEPTIONS OF ANIMAL BREATHING: A CROSS {\textendash} AGE AND CROSS {\textendash} CULTURAL COMPARISON},
	journal = {Journal of Baltic Science Education},
	volume = {8},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {191-207 },
	abstract = {Research on children{\textquoteright}s ideas about biological phenomena showed that their interpretations of natural phenomena often differ from those of scientists. The purpose of this study was to investigate children{\textquoteright}s ideas about animal breathing systems. This study was descriptive in nature and consisted of a cross age and cross cultural design involving the collection of qualitative data from a total of 549 children from two distinct countries, Slovakia (n = 248) and Turkey (n = 301). The results revealed that understandings of invertebrates breathing systems were generally poorer than understandings of vertebrates breathing systems. Turkish children acquired better scores than Slovakian children. Although some children were able to identify breathing organs of animals, they had difficulties with describing how breathing works.},
	keywords = {alternative conceptions, breathing, primary children},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404740367.pdf},
	author = {Pavol Prokop and Muhammet Usak and Murat {\"O}zel and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {147,
	title = {STUDENTS{\textquoteleft} UNDERSTANDING OF HUMAN PREGNANCY},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {March/2008},
	type = {Original article},
	chapter = {37-47},
	abstract = {Research into students{\textquoteright} concepts about the human body has focused on several organ systems, but the reproductive system has been largely overlooked. The few studies that addressed children{\textquoteright}s concepts of birth were conducted mainly among kindergarten or primary school children. However, no study has yet attempted to examine how adolescent students perceive human pregnancy. We administered a Human Pregnancy Understanding Questionnaire (HPUQ) consisting of 50 Likert-type items to 300 university students in Slovakia. We found several misunderstandings of human fertilization, fetus respiration, and organ development. Moreover, several misconceptions found in Slovakian primary school children in the previous research still persist in adult students. Analysis of covariance shows that students{\textquoteright} HPUQ scores were significantly affected by gender whereas females have better scores than males. The effect of high school type attendance (with/without human biology course) did show only weak effect on students{\textquoteright} HPUQ score.},
	keywords = {birth education, pregnancy, students{\textquoteright} understanding},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404289030.pdf},
	author = {Pavol Prokop and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
@article {119,
	title = {STUDENTS{\textquoteright} IDEAS ABOUT THE HUMAN BODY: DO THEY REALLY DRAW WHAT THEY KNOW?},
	journal = {Journal of Baltic Science Education},
	volume = {5},
	year = {2006},
	month = {October/2006},
	type = {Original article},
	chapter = {86-95},
	abstract = {There are several ways for gathering information about student{\textquoteright}s knowledge. Interviews or written tests with open-ended questions may effectively elicit students in-depth thinking, but they are difficult to quantify and some times subjective. In contrast, drawings have been considered as a simple research instrument that enables easy comparisons at the international level. We investigated relationships between the level of understanding shown by university students{\textquoteright} written responses focused on the function of bodily organs/organ systems and their ideas about the human body drawn on separate sheets of paper. We failed to find any relationship between these two methods. We propose that using the method of drawing in combination with written responses (or interviews) would provide more reliable information about children{\textquoteright}s understanding about scientific phenomena including the human body.},
	keywords = {drawings, human body, misconception, research methods},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404235145.pdf},
	author = {Pavol Prokop and Jana Fan{\v c}ovi{\v c}ov{\'a}}
}
