<?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%">Ina Rajsiglová</style></author><author><style face="normal" font="default" size="100%">Viktorie Poneszová</style></author><author><style face="normal" font="default" size="100%">Milada Teplá</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INFLUENCE OF EXTRACURRICULAR ACTIVITIES ON THE INTEREST OF CZECH AND FINNISH STUDENTS IN 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%">extracurricular activities</style></keyword><keyword><style  face="normal" font="default" size="100%">interest in biology</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">Questionnaire</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1719377841.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</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%">Extracurricular learning plays a key role in shaping students' interest in (not only) biology. The research examined which extracurricular areas related to biology can make biology more attractive for the participating Finnish and Czech students. A 5-point Likert scale questionnaire was administered to 178 Finnish and 195 Czech 9th-grade lower-secondary school students. Cronbach's alpha, Varimax rotation and Mann–Whitney U-test were performed. Factor analysis identified 7 areas: Family trips, My career, Biology lessons, Healthy lifestyle, Institutions, Nature-related hobbies, and Information sources. For Czech, hobbies related to nature and family trips are significant contributors to fostering interest in biology, and an informal educational environment is crucial for cultivating a lasting relationship with biology. For Finns, biology classes and career orientation have a more significant influence on students, demonstrating the effectiveness of formal educational strategies in increasing students' interest in biology. Increasing interest in biology among the students observed in both sociocultural environments is significantly influenced by family involvement and the use of information sources. Further research should explore how specific ECA can support the connection between family and school environments and their impact on students' interest and engagement in biology lessons.</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%">536-549</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%">Jana Fancovicova</style></author><author><style face="normal" font="default" size="100%">Milan Kubiatko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE INFLUENCE OF SELECTED VARIABLES ON LOWER SECONDARY SCHOOL STUDENTS’ CONCEPTS ABOUT DISEASES</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%">concepts about diseases</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">perceived vulnerability</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research approach</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%">October/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1571127074.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%">Children’s concept of biological phenomena differs from scientific thought in many aspects. The revelation of wrong concepts contributes to better education, especially when that information is described in a specific field of science. Not only children, but also adults often use anthropomorphic and theological explanations to express their ideas, which confirm their lack of understanding of biological phenomena. A great deal of research has proved retaining of children’s misconceptions in the fields of zoology and botany. How accurate, however, are their ideas about organisms of a microscopic size? The aim of the research was to find out the influence of selected factors (perceived vulnerability, grade, gender and type of group) on concepts about diseases among lower secondary school students. The research sample consisted of 400 students of lower secondary education from Slovakia. Data were collected through Likert type questionnaires. The correlation was found between perceived vulnerability to diseases, age and concepts about diseases. The statistically significant difference in the results between boys and girls was not confirmed. The higher impact should be aimed at their importance for humans and nature for a better understanding of this concept. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">708-716</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%">Milan Kubiatko</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LOWER SECONDARY SCHOOL STUDENTS' KNOWLEDGE OF AND MISCONCEPTIONS ABOUT ANIMAL MIGRATION: PRELIMINARY RESULTS</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%">Animal Migration</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge of migration</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary school students</style></keyword><keyword><style  face="normal" font="default" size="100%">misconceptions about migration</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2016/987-1479542570.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">14</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 animal migration is one of the natural processes and is important not only for animals but also for people. Although this process is inseparable part of the nature, its incorporation into curriculum is on low level, not only in Czech Republic, but also in many other countries. The aim of the research was to identify lower secondary school students' knowledge of and misconceptions about animal migration and to identify if gender, grade and residence of respondents have an influence on it. The sample size was created by 184 Czech lower secondary school students. The researcher himself created the research tool. It was a test and consisted of 18 questions. The test questions were also analyzed by the proportional determination and also by the methods of descriptive and inferential statistics. The knowledge of migration was very low among lower secondary school students. The grade level had the strongest influence on the knowledge from the examined variables. In the conclusion part implications for pedagogical practice are suggested and also suggestions for the further research in this field of study. 
  
</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">607–615 </style></section></record></records></xml>