<?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%">Jung-Ho Byeon</style></author><author><style face="normal" font="default" size="100%">Yong-Ju Kwon</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECT OF OUTDOOR INQUIRY PROGRAM FOR LEARNING BIOLOGY USING DIGITAL TWIN TECHNOLOGY</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%">affective domain</style></keyword><keyword><style  face="normal" font="default" size="100%">digital twin</style></keyword><keyword><style  face="normal" font="default" size="100%">learning biology</style></keyword><keyword><style  face="normal" font="default" size="100%">outdoor inquiry</style></keyword><keyword><style  face="normal" font="default" size="100%">school garden</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual world</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1697653427.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</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 outdoor inquiry has a significant meaning in learning biology, but it has a problem that is difficult to be frequently implemented in the school garden due to causes. On the other hand, alternative activities using the virtual world have been proposed, but due to a lack of reality and passive use, the continuity of the activities is low, and there are doubts about the effect on the affective domain. Therefore, this study developed a class program in which students directly construct a virtual world and explore living organisms using the digital twin platform. Also, researchers checked the changes in students' affective domain according to the application of the learning program. A teaching and learning strategy for learning biology was composed through the review of research and statistical analysis performed changes of the affective domain. The experimental group changed more positively than the control group in the affective domain of learning biology due to replicating the school garden so that living organisms can be explored indoors and outdoors. Consequently, class programs for learning biology can positively affect the learner's affective domain when it is provided with improved realism by digital twin, self-directedness, and autonomy to compare real space and object.</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%">781-798</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%">Tihomir Lazarević</style></author><author><style face="normal" font="default" size="100%">Tomka Miljanović</style></author><author><style face="normal" font="default" size="100%">Vera Županec</style></author><author><style face="normal" font="default" size="100%">Goran Zarić</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE EFFECTS OF USING BLOG AS A WEB TOOL IN BIOLOGY TEACHING IN HIGH SCHOOLS</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%">blog in teaching biology</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT in classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">internet and education</style></keyword><keyword><style  face="normal" font="default" size="100%">learning biology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1523527728.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</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 Internet is a service where much information from the world of science, technology, fashion and entertainment can be found. With the development of mobile devices, information from the Internet has become available almost everywhere. This fact should be used to help students learn curriculum e-materials from smartphones, tablets and netbooks. One of the Internet services that can be successfully applied in teaching is a blog. This research has analyzed the effects of using blog as a web tool in biology teaching. The sample under research included 171 students divided into two groups: an experimental group which used a blog and a control group in which the teaching was conducted without a blog as a teaching tool. The students from both groups were first tested by means of a pre-test according to which the groups were at the same level of knowledge of biology and after covering the topic of Cytology both groups did the post-test. The research showed that the students who used the blog had statistically a significantly better result on the post-test.  Further research showed that students make equal progress at all levels of knowledge with the help of blogs and that the blog is the most useful to advanced students. </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%">331-342</style></section></record></records></xml>