<?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%">Andrej Šorgo</style></author><author><style face="normal" font="default" size="100%">Muhammet Usak</style></author><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author><author><style face="normal" font="default" size="100%">Jana Fančovičova</style></author><author><style face="normal" font="default" size="100%">Pavol Prokop</style></author><author><style face="normal" font="default" size="100%">Miro Puhek</style></author><author><style face="normal" font="default" size="100%">Jiri Skoda</style></author><author><style face="normal" font="default" size="100%">Mehmet Bahar</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CROSS-CULTURAL STUDY ON FRESHMEN’S KNOWLEDGE OF GENETICS, EVOLUTION, AND THE NATURE OF SCIENCE</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%">human evolution</style></keyword><keyword><style  face="normal" font="default" size="100%">nature of science</style></keyword><keyword><style  face="normal" font="default" size="100%">non-scientific explanations</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437062033.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</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 purpose of this study was to measure the freshmen’s level of knowledge about genetics, evolution, human evolution, the nature of science, and opinions on evolution and the presence of non-scientific explanations among Czech, Slovakian, Slovenian and Turkish students. Determination of prior knowledge and pre-conceptions about these issues is important because they are filters to learning other related concepts. The results are going to be a starting point for developing teaching strategies concerning Darwinian evolution and preparing prospective science teachers for working with students in national and international contexts. A total of 994 first-year university students from the Czech Republic (276; 27.8%), Slovakia (212, 21.3%), Slovenia (217, 27.3%) and Turkey (235, 23.6%) participated in this study. The findings can be summarized as follows: knowledge especially that of the nature of science at the freshmen level was seriously flawed. Non-scientific explanations were present in high percentages. Both were regarded as barriers towards scientific reasoning and acceptance of general human evolution especially for students expressing orthodox religious beliefs. </style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">6-18</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%">Miro Puhek</style></author><author><style face="normal" font="default" size="100%">Matej Perše</style></author><author><style face="normal" font="default" size="100%">Tina Vršnik   Perše</style></author><author><style face="normal" font="default" size="100%">Andrej Šorgo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PERCEIVED USABILITY OF INFORMATION AND COMMUNICATION TECHNOLOGY AND ACCEPTANCE OF VIRTUAL FIELD TRIPS BY LOWER SECONDARY STUDENTS, UNDERGRADUATE STUDENTS AND IN-SERVICE TEACHERS</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%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">information communication technology</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary education</style></keyword><keyword><style  face="normal" font="default" size="100%">teaching/learning strategies</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual field trip</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425811644.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</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%">In the present research the results of 288 lower secondary schools in-service teachers, 192 undergraduate students and 211 lower secondary school students from Slovenia were analysed in terms of importance of fieldwork and the information and communication technology (ICT) as a solution for supporting or replacing fieldwork itself. The main aim of the analysis was to compare the points of view in all stages: from students to teachers. Also, comparisons with international data obtained as part of TIMSS and TALIS studies were made. The analysis showed that participants tend to acknowledge a very positive effect to this kind of learning, despite the obstacles connected therewith. A comparison of the usage of ICT at home and in the school environment, as predicted, showed that students tend to be more digitally competent than their teachers. Also, the statistically significant difference pointed out that older teachers are less favourable towards ICT in education than their younger colleagues. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">803-812</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%">Miro Puhek</style></author><author><style face="normal" font="default" size="100%">Matej Perše</style></author><author><style face="normal" font="default" size="100%">Andrej Šorgo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">COMPARISON BETWEEN A REAL FIELD TRIP AND A VIRTUAL FIELD TRIP IN A NATURE PRESERVE: KNOWLEDGE GAINED IN BIOLOGY AND ECOLOGY</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%">Education</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge gain</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary school</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual field trip</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/987-1419167662.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research presents a case study in the scope of which real and virtual field trips have been compared. The emphasis was on determining the levels of knowledge gain effectiveness in the fields of biology and ecology. A pre-existing natural trail in the protected area of Maribor Island was chosen and digitized for the purposes of the study. During the development of the virtual trail, real fieldwork was simulated in order to ensure a valid comparison. In the spring of 2011, field exercise tests were conducted by means of a study sample consisting of 211 (8th grade) lower secondary school students.
The results have generally shown minute differences between the levels of knowledge acquisition effectiveness between both field trips. The results have also led to the conclusion that the students participating in the real field trip were more successful in their performance regarding the exercises they had been assigned, which included real objects serving as tools supporting the students in their observation and investigation endeavours. On the other hand, the students participating in the virtual field trip were more successful with regard to computer-assisted exercises, where they were able to access additional information on more complex processes.</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%">164-174 </style></section></record></records></xml>