<?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><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><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%">Janis Gedrovics</style></author><author><style face="normal" font="default" size="100%">Dagnija Cedere</style></author><author><style face="normal" font="default" size="100%">Daina Mozeika</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LATVIAN STUDENTS’ UNDERSTANDING OF SUBSTANCE CHANGES: LONGITUDINAL RESEARCH 1998 – 2008</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%">longitudinal research</style></keyword><keyword><style  face="normal" font="default" size="100%">physical and chemical changes</style></keyword><keyword><style  face="normal" font="default" size="100%">understanding</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1404739639.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">8</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">One of the general problems in science education for different students at comprehensive school is understanding the nature of physical and chemical changes. Without a clear picture of the fundamental differences on sub micro level, it is not possible in the future to follow general rules of chemical reactions between substances, as well as to understand the use of different materials in everyday life.
Students of the grades 9 and 11 were asked to fill in a special questionnaire, in which questions about real physical and chemical changes from students’ daily life were included. The results testify that the knowledge and understanding of the essence of chemical reactions has slightly increased in Latvia, although the general results show that understanding of the nature of phase transitions and chemical reactions is still insufficient, especially at the grade 9 levels.</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%">79-87 </style></section></record></records></xml>