<?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%">Kamisah Osman</style></author><author><style face="normal" font="default" size="100%">Rian Vebrianto</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING SCIENCE PROCESS SKILLS AND IMPROVING ACHIEVEMENT THROUGH THE USE OF MULTIPLE MEDIA</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%">information communication technology</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">science teaching and learning</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%">June/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1425758625.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">12</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The study focuses on how best to foster the science process skills and improving achievement of secondary schools students in Riau Indonesia. This research used a quasi-experiment method which involved two experimental groups and one control group. The first experimental group used an environment learning module based on Information Communication Technology (ICT), whilst the second experimental group used the environmental module without ICT. The third group went through the teaching and learning process using conventional methods. The instruments used were the Science Process Skills test and students’ achievement test. Analysis of the findings was done descriptively followed by subsequent inferential analysis using ANOVA and MANOVA tests. It was found that there exist significant differences in science process skills and achievement between the two experimental groups and the conventional group. Based on the findings, it is suggested that science teachers need to be adroit in varying their teaching approaches as well as orientating themselves in using ICT in their teaching.</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%">191-204 </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></records></xml>