@article {731,
	title = {AGRICULTURAL STUDENTS{\textquoteright} KNOWLEDGE OF PHOTOSYNTHESIS AND THE CONTEXTUAL FACTORS THAT INFLUENCE IT},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {February/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {6-18},
	abstract = {This research aimed to assess the knowledge of photosynthesis among students in agricultural education and understand the influence of the contextual factors on it. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. The research sample consisted of 330 students in agricultural education in Slovenia. Data were collected with a knowledge test and a contextual questionnaire. Better knowledge of photosynthesis was positively related with higher awareness of the importance of biology as a science and of photosynthesis. There was no significant relation between the knowledge of photosynthesis and positive attitudes toward biology lessons. The average achievement on the knowledge test of photosynthesis was 56\%: the highest on the item about energy and the lowest on the item about the primary purpose of photosynthesis. Between these two achievements was the knowledge of reactants and products in photosynthesis, and the knowledge concerning chlorophyll. Considering these results, improvements should be made in teaching. For this population, more experimental and less theory-based lessons were suggested. The findings could benefit biology and science teachers in agricultural education and help improve national curriculum for biology in agricultural programmes.},
	keywords = {agricultural education, biology education, contextual factors in education, knowledge of photosynthesis},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.06},
	url = {http://oaji.net/articles/2019/987-1550082600.pdf},
	author = {Katja Gobec and Jelka Strgar}
}
@article {782,
	title = {EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {569-582},
	abstract = {This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students{\textquoteright} attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education.},
	keywords = {agricultural education, biology education, conceptual change, photosynthesis, plant mass},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.569},
	url = {http://oaji.net/articles/2019/987-1564686398.pdf},
	author = {Katja Gobec and Jelka Strgar}
}
