@article {1331,
	title = {A HISTORICAL UNDERSTANDING OF HOW SCIENCE WORKS },
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {December/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {952-955},
	abstract = {From Socrates onwards, the Greek cultural life began to take shape, and the whole nature of philosophical and scientific thought also began to change. From the natural sciences, interest shifted towards man and his societal role. Starting with the Sophists, a critical look at the surviving myths became pivotal at the time. Even if humans are still unable to get answers to all the riddles of nature, for which, among other things, mythology offers supernatural explanations, we (as human beings) do realize that we are only human. And humans need to learn to live together in different forms of social life. The Sophists were interested in man and his place in society. Socrates used conversations and tried to help his interlocutors generate valid reasoning and knowledge. According to him, proper knowledge must arise inside the individual, which is today{\textquoteright}s constructivist approach; no one can instill knowledge in the individual from the outside. Only knowledge that comes from within is true understanding. Socrates also wanted to find a solid basis for human knowledge. He believed he had found it in human reason. },
	keywords = {ChatGPT, Natural Sciences, scientific advice, supernatural explanations},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.952},
	url = {https://oaji.net/articles/2023/987-1702728485.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1161,
	title = {NEW DIGITAL COMPETENCE FOR SCIENCE TECHNOLOGY AND ENGINEERING EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {February/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {108-120},
	abstract = {In the years 2019-2021 a significant step was made in terms of distance learning, which would have otherwise, in normal circumstances, taken several years. While the solutions applied were the best in the given situation, the question arises of what these solutions imply in terms of long-term, systematic changes. The presented research touches upon three key areas that characterize today{\textquoteright}s schools: motivation, atmosphere, and competences of teachers and teacher-training students. The starting point of this research is the premise that the pre-crisis digital competences are simply not good enough for today{\textquoteright}s situation, or for the near future. Research results show that such fast-tracked changes and the transition to distance education have led to a significant decrease in the motivation of both, teachers and students, that the general atmosphere has worsened, and that there is a significant decrease in competences to be perceived, especially with regard to social and communication competences. The research shows also that neither teachers nor students are sufficiently qualified to work in the society of the future, in society 5.0. What is needed are actual, real changes in the field of digital literacy and digital competences, also indicated in this research.},
	keywords = {digital competences 1.0, digital competences 2.0, digital literacy, science/technology/engineering literacy, society 5.0},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.108 },
	url = {https://oaji.net/articles/2022/987-1647117944.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@article {1183,
	title = {SCIENCE, HUMAN AWARENESS AND ENVIRONMENTAL ATTITUDES},
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {348-350},
	abstract = {The environment is a system, a complex system, which we are unable to comprehend, let alone truly understand, with the help of simplified models that we, humans, are able to process. Our human understanding of the complexity of a grain of sand simply isn{\textquoteright}t enough to construe and adapt the universe! This would require time and knowledge, which we do not have today, and which we will not have for a long time.  So, everything is in interpretation. Let us start our stories with some basic truths. The main premise is, that man doesn{\textquoteright}t need an outside enemy, he{\textquoteright}s the greatest threat to himself. But he{\textquoteright}s not just a threat to himself, he{\textquoteright}s a threat also to everything around him. No living thing on earth destroys it more than it takes for its existence, except for human. },
	keywords = {complex system, general solutions, major monopolies},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.348},
	url = {https://oaji.net/articles/2022/987-1656443218.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1039,
	title = {NULLIUS IN VERBA: SCIENCE VS PSEUDO-SCIENCE/FRINGE SCIENCE},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {August/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {524-527},
	abstract = {The explosion of disinformation about global warming and other ecological problems could be called an infodemic , which is the term used by WHO to describe today{\textquoteright}s pandemic situation. An infodemic means too much information, however, its importance can also be passed on to environmental problems. It causes confusion and risk-taking behaviors that can harm the health of our planet. It also leads to mistrust in authorities and undermines the public response. An infodemic can intensify or lengthen outbreaks when people are unsure about what they need to do, for example, to protect our environment. With growing digitization {\textendash} an expansion of social media and internet use {\textendash} information can spread more rapidly. This can help to more quickly fill information voids but can also amplify harmful messages.},
	keywords = {empowering communities, environmental problems, Pseudoscience, risk-taking behaviors},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.524},
	url = {http://oaji.net/articles/2021/987-1629706742.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {996,
	title = {STEM EDUCATION IN ECO-FARMING SUPPORTED BY ICT AND MOBILE APPLICATIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {April/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {277-288},
	abstract = {The presented research focused on developing and testing an innovative interdisciplinary STEM didactic model. The developed didactic model was introduced in the field of eco-farming. To the participants, it offers the possibility for non-formal training, which can take place anywhere and anytime. Participants require some knowledge of STEM subjects (especially chemistry and biology) as well as knowledge of ecology, technology, and engineering, in order to provide answers and solutions to environmental challenges while using knowledge of mathematics (especially combinatorics and statistics) to search for optimal solutions (in our case, a lean business plan). The model was tested in non-formal education settings, based on an interdisciplinary approach and modern technologies, such as monitoring the effectiveness of training using electroencephalography (EEG) and mobile applications. In the presented didactic model, special emphasis was placed on an interdisciplinary STEM approach to environmental protection, ecology, connatural forms of production and sustainable development.
The presented research confirms the hypotheses that non-formal education is becoming an increasingly important form of education and training, and that the use of the interdisciplinary didactic model, contemporary technologies, and mobile applications, increases the time and intensity of concentration in learning and thus improves learning effectiveness. 
},
	keywords = {eco-farming, electroencephalography, environment protection, mobile learning, non-formal education, sustainable development},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.277},
	url = {https://oaji.net/articles/2022/987-1667071946.pdf},
	author = {Tine Pajk and Van Isacker, K. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {839,
	title = {METACOGNITIVE MODEL FOR DEVELOPING SCIENCE, TECHNOLOGY AND ENGINEERING FUNCTIONAL LITERACY},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {April/2020},
	pages = {Continuous},
	type = {Original article},
	chapter = {220-233},
	abstract = {Science, technology and engineering functional literacy should be developed purposely in the school system {\textendash} like any other competence, it does not develop spontaneously. For this purpose, a didactic model, the Metacognitive Model for Developing Science, Technology and Engineering Literacy (McM_T\&E), was developed. Apart from acquiring knowledge and skills from the field of technology and engineering, the McM_T\&E is equally focused on developing functional literacy in the field of technology and engineering, as well as in the field of science, through the development of students{\textquoteright} metacognitive knowledge about reading strategies for reading STE explicatory texts and for reading manufacturing instructions. The McM_T\&E was implemented in a Technology and Technique{\textquoteright} (T\&T) class, grade six, in Slovenia. Results show that focusing on science, technology and engineering literacy in Technology and Engineering classes by using the McM_T\&E model increases the students{\textquoteright} science, technology, and engineering functional literacy, which is a fundamental competence in the 21st century. },
	keywords = {engineering functional literacy, functional literacy, metacognitive didactic model, science functional literacy, technology},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.220},
	url = {http://oaji.net/articles/2020/987-1586941392.pdf},
	author = {Zvonka Cencelj and Boris Aber{\v s}ek and Andrej Flogie and Kordigel Aber{\v s}ek, M.}
}
@article {850,
	title = {THE TRANSFORMATION OF "ARTIFICIAL" SCIENCE INTO ARTIFICIAL INTELLIGENCE: 50 YEARS LATER},
	journal = {Journal of Baltic Science Education},
	volume = {19},
	year = {2020},
	month = {June/2020},
	pages = {Continuous},
	type = {Editorial},
	chapter = {340-343},
	abstract = {For years, experts have warned against the unanticipated effects of general artificial intelligence (AI) on society. Ray Kurzweil (1998, 2005) predicts that by 2029 intelligent machines will be able to outsmart human beings. Stephen Hawking argues that {\textquotedblleft}once humans develop full AI; it will take off on its own and redesign itself at an ever-increasing rate{\textquotedblright}. Elon Musk warns that AI may constitute a {\textquotedblleft}fundamental risk to the existence of human civilization{\textquotedblright}. If the problems of incorporating AI in manufacture and service operations, i.e. using smart machines, are smaller, as the {\textquoteleft}faults{\textquoteright} can be recognized relatively quickly and they do not have a drastic effect on society, then the incorporation of AI in society and especially in the educational process is an extremely risky business that requires a thorough consideration. The consequences of mistakes in this endeavour could be catastrophic and long-term, as the results can be seen only after many years.},
	keywords = {general artificial intelligence, intelligent systems, machine morality, robotic laws},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/20.19.340},
	url = {http://oaji.net/articles/2020/987-1591087387.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {769,
	title = {MONODISCIPLINARITY IN SCIENCE VERSUS TRANSDISCIPLINARITY IN STEM EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {June/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {435-449},
	abstract = {Contemporary society of the fourth industrial revolution (Industry 4.0) increasingly requires the education system (i.e., the school) to train competent, creative and proactive professionals who will be able to solve real life problems. If society is to achieve this, some key paradigm changes must occur in education. The school must first prepare a competence-based curriculum and, secondly, school practice should move away from subject-based teaching, towards an interdisciplinary STEM teaching approach. Obviously, to support this, modern learning environments and ICT solutions and tools have to be used. However, since the interdisciplinary STEM approach has already been implemented and integrated, it can be said that a new, integrated science discipline (STEM) has already emerged, together with a transdisciplinary approach to STEM learning and teaching.
In the present research, a concrete case of designing, developing and producing a solar chimney was used to demonstrate an integrated approach to learning and teaching, while emphasizing especially the advantages of such an interdisciplinary (transdisciplinary) approach to teaching Science, Technology, Engineering and Mathematic content. The empirical research shows that such an approach produces incomparably better results, especially on higher cognitive levels, in comparison to traditional approaches to learning and teaching. 
},
	keywords = {industry 4.0, interdisciplinarity, solar chimney, STEM, transdisciplinarity},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.435 },
	url = {http://oaji.net/articles/2019/987-1559372546.pdf},
	author = {Mitja Slavinec and Boris Aber{\v s}ek and Dino Ga{\v c}evi{\'c} and Andrej Flogie}
}
@article {740,
	title = {ROLE AND MEANING OF FUNCTIONAL SCIENCE, TECHNOLOGICAL AND ENGINEERING LITERACY IN PROBLEM-BASED LEARNING},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {132-146},
	abstract = {Literacy, in particular functional literacy in various fields and especially in the field of STEM, is becoming an increasing problem in modern-day society. The question arises, can the school system develop the kind of functional literacy in students, which allows them to fulfil, in real life, their personal and professional needs related to the competence of reading and creating written texts from the field of science, technology and engineering? 
The present research aimed to explore how students in today{\textquoteright}s schools are trained in functional literacy, especially in the fields of technology and engineering, and what kind of literacies in the field of STEM they are able to (or should be able to) master competently. The present research showed that students achieve relatively poor results in the area of functional literacy, both regarding their science literacy, and especially their technology and engineering literacy, which is a result of a lack of competence on behalf of mother-tongue teachers to develop this kind of functional literacy. Functional literacy should be developed by teachers of individual areas of STEM subjects.
},
	keywords = {engineering functional literacy, functional literacy, key competence, Problem Solving, science functional literacy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.132},
	url = {http://oaji.net/articles/2019/987-1550083179.pdf},
	author = {Zvonka Cencelj and Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {657,
	title = {THE PSYCHOSOCIAL AND COGNITIVE INFLUENCE OF ICT ON COMPETENCES OF STEM STUDENTS},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {April/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {267-276},
	abstract = {Information and communications technology (ICT) shapes life and work in every educational system. Where to place ICT in the pedagogical process and how it affects students{\textquoteright} psychosocial and cognitive abilities are questions that do not have one definitive answer. The research addresses the intense introduction of ICT that accords with educational trends and the requirements of today{\textquoteright}s society, but sometimes neglects social competences and any potential psychosocial effects. A need for new and effective methods in upbringing and education to offer everyone, equal opportunities become more and more important in the {\textquotedblleft}world of the 21st century{\textquotedblright}. The research also proved that innovative didactic methods of teaching (4.0) using a transdisciplinary model and supported by state-of-the-art information and communications technology as well as cooperative learning, have a positive psychosocial effect on science, technology, engineering and mathematics (STEM) students. Students who experience innovative didactic teaching supported by ICT reach higher taxonomic, cognitive and social standards of competence and are thus better prepared for the challenges of future society. },
	keywords = {cognitive competences, education system, ICT, psychosocial influence, social competences},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.267},
	url = {http://oaji.net/articles/2017/987-1523527323.pdf},
	author = {Andrej Flogie and Andreja Barle Lakota and Boris Aber{\v s}ek}
}
@article {641,
	title = {WRITING VERSUS TYPING DURING SCIENCE TEACHING: CASE STUDY IN SLOVENIA},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {February/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {84-96},
	abstract = {In a case study conducted in a biology class in Slovenia, six grade students participated in a biology project Writing Versus Typing in a Biology Class. The final task in this project was to write a chapter for a biology textbook with the title Urtica dioica. The task was performed twice: firstly, the text was written by the hand and secondly it was typed on the computer keyboard. Handwritten and keyboard typed scientific texts, textbook chapters, were compared with the special focus on the lexical, syntactic, and semantic level of the text. The purpose of this research was to find out the effect of replacing handwriting with typing in the process of teaching/learning science subjects, where the understanding of texts is of crucial importance. A closer look at the students{\textquoteright} text products in the typing modality reveals that students, while typing, seem to be cognitively overloaded. One of the consequences of this is a lower level of cognitive achievement in their typed text: students show less knowledge, less terminological accuracy, and, above all, a lesser understanding of the interconnection between the items of information provided. },
	keywords = {biology science class; embodied cognition, handwriting, keyboard writing},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.84},
	url = {http://oaji.net/articles/2017/987-1519060073.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek and Andrej Flogie}
}
@article {628,
	title = {INNOVATIVE TEACHING/LEARNING METHODS TO IMPROVE SCIENCE, TECHNOLOGY AND ENGINEERING CLASSROOM CLIMATE AND INTEREST},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {December/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {1009-1019},
	abstract = {For successful work in the classroom, it is important to create a positive climate and to involve students actively in the process of learning. The presented research focused on how the students perceived the classroom climate, and on their interest in the contents of the subject Science, Engineering and Technology (STE). 92 primary school sixth- and seventh-grade students had been included in research. Two groups are established, one from a class using mainly frontal teaching methods (control group) and another, expert group from a class using an innovative teaching/learning methods mainly as problem and research-based learning and participatory learning supported with information communication technology.
To measure the classroom climate and the students{\textquoteright} interest, a survey with 54 statements was used. The results confirmed changes in the perception of classroom climate and in the popularity of contents taught in STE, in relation to the teaching methods used. It was established that innovative teaching/learning methods increase the students' interest, and help to improve classroom climate. 
},
	keywords = {classroom climate, innovative didactical methods, lower secondary education, students interest},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.1009},
	url = {http://oaji.net/articles/2017/987-1513971461.pdf},
	author = {Majda Fiksl and Andrej Flogie and Boris Aber{\v s}ek}
}
@article {523,
	title = {SCHOLA LUDUS},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {October/2016},
	pages = {Continuous},
	type = {Editorial},
	chapter = {556{\textendash}558},
	abstract = {The virtual reality, artificial intelligence and gamification have the potential to complement existing educational approaches to science education, instruction and students{\textquoteright} knowledge construction. By students becoming part of a phenomenon, they gain direct experiential intuitions about how the natural world operates. In a virtual reality environment, students themselves can be moving, cantering their attention on different phenomena and designers can heighten this saliency by using multisensory cues to convey multiple, simultaneous representations of relative problems as a serious mind game. },
	keywords = {educational approaches, gamification of learning, new technologies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.556},
	url = {http://oaji.net/articles/2016/987-1482501959.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {442,
	title = {ELEGANCE IN SCIENCE AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {August/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {420{\textendash}423 },
	abstract = {Science is often thought of as a methodical but dull activity. However, the finest science, the breakthroughs most admired and respected by scientists themselves, are characterized by elegance. Thinking of elegance as grace, taste or refined luxury would be useless here. So what does elegance mean in the context of science? Economy is a considerable part of it, as is creativity. An elegant mathematical proof, an elegant theory, or an elegant experiment are all, that is, economical and imaginative, and sometimes breathtakingly simple, once explained. When it comes to elegance, however, what do we mean? What does the word elegance truly designate? It comes from the Latin elegantia, "taste, propriety, or refinement." Elegance is usually a synonym for beauty and has acquired the additional connotations of unusual effectiveness and simplicity. The word is frequently used as a standard of tastefulness, particularly in the areas of visual design, decoration, the sciences and the aesthetics of mathematics. },
	keywords = {elegance in science, quality of knowledge, science education, trends in education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.420},
	url = {http://oaji.net/articles/2016/987-1479497727.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {421,
	title = {ONLINE FUNCTIONAL LITERACY, INTELLIGENT TUTORING SYSTEMS AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {April/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {162-171},
	abstract = {We live in a time of transition from print reading (off-line) to screen reading (on-line), where the role of the book and other literature is being taken over by different types of electronic devices (computers, tablets, smart phones). In the lives of young people, there is less and less printed media, because it is being pushed out by electronic media. Most written media that is still used is thus bound to the classroom. However, in recent years schools have also become more like e-schools. It is almost impossible to find a school that does not use e-material in its educational process. Research indicates that there are differences in reading comprehension when reading off-line and on-line. In a study in which 78 students from the 8th grade of elementary school participated at the course Technology and science (n=77; 53.2\% female), it was shown that in order to overcome this difference, individualised and adaptive Intelligent Tutoring Systems (ITS) can be used. The evaluation of the results also indicates that, for such a form of ITS, there is still plenty of space for optimisation, which is a permanent method of improvement and upgrade in such systems.},
	keywords = {elementary school, reading comprehension, technology and science},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.162},
	url = {http://oaji.net/articles/2016/987-1473430613.pdf},
	author = {Kosta Dolenc and Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {471,
	title = {TRANSDISCIPLINARY APPROACH OF SCIENCE, TECHNOLOGY, ENGINEERING AND MATHEMATICS EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {December/2015},
	pages = {Continuous},
	type = {Original article},
	chapter = {779{\textendash}790},
	abstract = {At the end of 20th century and especially in this century the education field is undergoing a significant change not only as a result of technological innovations but also pedagogical innovations on the bases of artificial intelligence (AI), cognitive science and neuroscience. What interested us was the attitude of students and teachers towards these changes. In the research the participating students were arranged in two groups, the control group (CG), where conventional lessons were carried out and the experimental group (EG), in which teachers used a transdisciplinary cognitive neuroeducation model. The performance data for the both groups was acquired via questionnaire adopted from TIMSS research. The teachers{\textquoteright} attitude towards these changes was mostly monitored via qualitative research.
As is apparent from the results, a positive shift can be seen in the students{\textquoteright} attitude towards school. And this positive attitude towards school can create in students the suitable motivation, which is the first and most important step towards quality knowledge. A positive shift was also made in the minds of the teachers.},
	keywords = {Artificial Intelligence, cognitive neuroeducation model, cognitive science, multidisciplinarity, neuroscience, transdisciplinary model},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.779},
	url = {http://oaji.net/articles/2016/987-1479544205.pdf},
	author = {Andrej Flogie and Boris Aber{\v s}ek}
}
@article {395,
	title = {DEVELOPMENT AND EVALUATION OF A COMPETENCE-BASED TEACHING PROCESS FOR SCIENCE AND TECHNOLOGY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {October/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {740{\textendash}755 },
	abstract = {The quality of education is increasingly being measured less by the knowledge gained during schooling and more by the level of competence possessed by students at doing a particular job after completing their education. Target and process-planned curricula are being replaced more and more by competence-oriented curricula, especially in science and technology education, where competences, generally defined as the capability or the ability of an individual doing a job properly, are placed at the forefront. If competence is the desired criterion for educational quality, it can be easily established that suitable instruments and methods of measurement are needed for this kind of quality evaluation, which, however, are not yet available. Suitable instrumentation was developed in this study. Its use was demonstrated in the example of elementary education in Slovenia. },
	keywords = {educational quality, generic competences, methods of teaching, students{\textquoteright} skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.740},
	url = {http://oaji.net/articles/2015/987-1450981788.pdf},
	author = {Dragica Pe{\v s}akovi{\'c} and Andrej Flogie and Boris Aber{\v s}ek}
}
@article {345,
	title = {THE VIRTUAL SCIENCE TEACHER AS A HYBRID SYSTEM: COGNITIVE SCIENCE HAND IN HAND WITH CYBERNETIC PEDAGOGY},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {75-90},
	abstract = {The findings of cybernetic pedagogy and didactics developed in the 1970s, which were in those times limited due to poor technological capabilities, are taken as a starting point in this research. A revised version of cybernetic pedagogy is proposed and is used to develop the hybrid cognitive model presented. It is not based purely on the symbolic notation of the teaching algorithm alone, as done in the past, but also on the connectionist model of our cognition, which draws on the brain{\textquoteright}s characteristics and their physiological and functional structure, such as parallel data processing, content associative memory and divided presentations. The learning process algorithm can be, on the basis of this idea, re-defined as a hybrid cognitive model, i.e. a combination of a symbol system and a neural network, and named mRKP. The article concludes that an intelligent artificial tutor can independently, i.e. without the need for reprogramming, accommodate the learning process to the needs and possibilities of an individual student if it uses mRKP as its basis, and can eventually replace a human tutor in some situations, but a human teacher must decide where and when it should be used.  
  
},
	keywords = {cybernetic pedagogy, e-learning material, learning algorithm},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.75},
	url = {http://oaji.net/articles/2015/987-1437062280.pdf},
	author = {Boris Aber{\v s}ek and Bojan Borstner and Janez Bregant}
}
@article {294,
	title = {COGITO ERGO SUM HOMOMACHINE?},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Editorial},
	chapter = {268-270 },
	abstract = {When European Union (EU) heads of state and government met at a summit in Lisbon in 2000 (Lisbon declaration, 2000), they set the goal of making Europe {\textquoteright}the most competitive and dynamic knowledge-based economy in the world{\textquoteright}. In a knowledge economy, the {\textquoteright}most effective modern economies will be those that produce the most information and knowledge, and make that information and knowledge easily accessible to the greatest number of individuals and enterprises{\textquoteright}. This policy brief suggests that individuals and companies can easily collaborate and compete globally, and that the solution for Europe in meeting the Lisbon goals is to invest heavily in education and skills. Statistical evidence briefly demonstrates the high return on investment in education. It makes recommendations for ensuring that Europe{\textquoteright} school systems become more flexible and effective in improving learning outcomes, and argues that Europeans capacity to compete in the global knowledge economy will depend on whether its higher education institutions can meet the rapidly growing demand for high-level skills. International comparisons demonstrate the challenges confronting Europe but also illustrate the success of efforts to meet such challenges.},
	keywords = {Artificial Intelligence, human processing power, school system, teaching process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.268 },
	url = {http://oaji.net/articles/2015/987-1425807869.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {281,
	title = {A READING CURRICULUM FOR THE HOMO ZAPPIENS GENERATION: NEW CHALLENGES, NEW GOALS},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {92-106},
	abstract = {A new model for a 21st century reading curriculum (RC), needed as a consequence of the changes made by new technologies on human brains in the last two decades, will be presented. Cognitive science warns that some of these changes can seriously threaten the science learning process in school. This of course has implications for the educational system {\textendash} including, perhaps primarily, the RC. A RC for the {\textquotedblleft}Homo zappiens{\textquotedblright} (HZ) generation should comprise of two kinds of reading competences: informative and explicatory reading/learning texts strategies (=off-line reading competence); ICT reading/learning strategies (= on-line reading competence). Both of these are essential for reading, especially for reading both types of natural science texts: those on the screen and those on the paper -in the natural science textbook and in the secondary science literature. The results of the meta-analysis, which was used to examine the basis for implementing a reading curriculum for Homo zappiens by natural science teachers in the near future, are an important part of our research. The question is crucial and relevant because research has proven a strong connection between reading competence, reading comprehension and learning success generally, particularly in a science field. The results have shown a strong absence of interest among natural science teachers regarding reading competence for comprehension of science texts.},
	keywords = {comprehension strategies, natural science, reading strategies, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.92},
	url = {http://oaji.net/articles/2015/987-1425757826.pdf},
	author = {Kordigel Aber{\v s}ek, M. and Boris Aber{\v s}ek}
}
@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}
}
@article {127,
	title = {EARLY SCIENCE TEACHING IN THE NEW PRIMARY SCHOOL IN SLOVENIA},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {March/2007},
	type = {Original article},
	chapter = {58-65},
	abstract = {Focusing the problem of rapidly disappearing interest for natural science and technical studies the Slovene school system began to reform natural science and technical teaching from the beginning - from the primary level. The article presents the results of the empirical study, which monitored the changes of quality in early science teaching on primary level after changes of school system at the end of the millennium.
        We have discovered that in most aspects the Environmental Studies teaching is of better quality (because it is more student oriented, the quality of knowledge is better etc.) if compared to the teaching of the Natural and Social Sciences regarding the observed didactic components. This can be seen as a result of different conceptual and didactic structures of the Environmental Studies and additional continuous work and team work of the teaching staff. Furthermore, it is due to a better material basis/financial status of the Environmental Studies lessons, a lower number of pupils in the class and also to the phenomenon of innovation. The fact that the pupils feel better and the teachers, as well as nursery nurses have a more positive attitude towards the subject, is very stimulating. The results of our research should, above all, contribute to the quality of planning, implementation and evaluation of the teaching of the Environmental Studies in the first year, as well as in the following two years of the nine-year primary school programme. We also consider them useful in the education of the future teachers and nursery nurses of the Environmental Studies in the primary school education.},
	keywords = {empirical study, primary school, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404286992.pdf},
	author = {Vlasta Hus and Boris Aber{\v s}ek}
}
