@article {808,
	title = {PRIMARY SCHOOL CHILDREN AND PRE-SERVICE TEACHERS{\textquoteright} KNOWLEDGE OF IBERIAN NATIVE AND AFRICAN SAVANNAH MAMMALS},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {December/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {833-847},
	abstract = {The present research compared the knowledge of primary school children and pre-service primary teachers about various native mammals of the Iberian Peninsula (IP-Portugal and Spain) and the African Savannah. For this purpose, a questionnaire was administered to 420 children and 215 pre-service teachers from these countries asking for the identification of animals through photos and whether they had native status on the IP. The pre-service teachers performed better than the children. The Savannah animals were better identified than those of the IP. The results were similar in both countries, even though the Spanish performed a little better. Children from both countries had more difficulty identifying the native status of the animals, with a high percentage of them thinking that Savannah animals lived in the wild on the IP. This error was less frequent among the pre-service teachers but, even so, with a percentage for certain animals that can be considered of concern. This issue is absent in the training courses in both countries, a conclusion based on an analysis of the syllabuses. The importance of improving knowledge of native fauna though formal and informal learning is discussed as a way to promote a conservationist attitude with direct repercussions on the recognition of the importance of local or regional biodiversity.},
	keywords = {native fauna, pre-service teachers, primary school children, savannah mammals},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.833},
	url = {http://oaji.net/articles/2019/987-1576224962.pdf},
	author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Orlando Stretch-Ribeiro}
}
@article {581,
	title = {CHANGING NEGATIVE PERCEPTIONS OF ANIMALS THROUGH TEACHING PRACTICE: A RESEARCH IN PRIMARY EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {446-458},
	abstract = {This research focused on whether teaching practice could improve children{\textquoteright}s perceptions of animals with a bad image. For this purpose, children from the 5th year of schooling approached the topic {\textquotedblleft}diversity of animals{\textquotedblright} differently. The experimental group, 50 children from three classes (25 boys and 25 girls) aged 10 to 13, adopted an approach more focused on the role of the ecosystem and benefits of the animals for humans. The control group, 53 pupils from another three classes (27 boys and 26 girls) within the same age range, adopted a more descriptive approach based on the morphology, physiology and behaviours of the different animals. A pre-test and a post-test were administered to identify children{\textquoteright}s empathy with ten animals with a bad image and to assess both their attractiveness and dangerousness. The experimental group significantly increased their empathy with the ten animals and only the assessment of their dangerousness was less conclusive. Even so, the dangerousness of the shark and of the mouse decreased significantly in this group. The research seems to be important as an aid to the design of didactic approaches related to the present issue both in continuous and pre-service training courses for primary teachers.  },
	keywords = {perceptions of animals, primary school, teaching practice},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/jbse/17.16.446},
	url = {http://oaji.net/articles/2017/987-1503904664.pdf},
	author = {Ant{\'o}nio Almeida and Garc{\'\i}a Fern{\'a}ndez, B. and Teresa Silva}
}
@article {509,
	title = {HOW SPANISH SCIENCE TEACHERS PERCEIVE THE INTRODUCTION OF COMPETENCE-BASED SCIENCE TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {June/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {371-381},
	abstract = {The aim of the research was to determine how teachers in Spain perceived the introduction of competence-based science teaching in the classroom. The research was carried out during the transition between the LOE and LOMCE Education Laws (academic year 2014-2015). Data were collected using an ad hoc questionnaire comprising 19 items requiring responses on a 5-point Likert scale. The sample comprised 443 science teachers in compulsory education in Spain. The results indicated that the way teachers perceived science and its scope and application in the classroom was unlikely to lead to the effective development of the scientific competence. Significant findings were discussed relating to the participating teachers{\textquoteright} initial training, gender, type of school and stage of education. As a final component the didactic implications of teaching scientific competence were considered.},
	keywords = {primary education, SCIENCE teachers, scientific competence, secondary education, teachers{\textquoteright} perceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.371},
	url = {http://oaji.net/articles/2016/987-1482422711.pdf},
	author = {Mateos Jim{\'e}nez, A. and Garc{\'\i}a Fern{\'a}ndez, B. and Bejarano Franco, M.T.}
}
