@article {95,
	title = {STUDENTS{\textasciiacute} POINT OF VIEW OF THE BIOLOGY LECTURE TAUGHT WITH AN ICT ASSISTANCE: PRELIMINARY RESULTS},
	journal = {Problems of Education in the 21st Century },
	volume = {5},
	year = {2008},
	month = {April/2008},
	type = {Original article},
	chapter = {75-79},
	abstract = {In our contribution, we focused on using of information and communication technologies in the biology lessons concretely on birds{\textasciiacute} class. We find out the students{\textasciiacute} points of view of this lesson. The five-point Likert scale questionnaire was used as a measurement tool. The questionnaire included 27 statements and there was a place for expressing of the own student{\textquoteright}s opinion there. The results were processed by using of factor analysis and ANOVA. The sample consisted of 70 secondary grammar schools students. We were concerned on finding out the differences in results between gender and students{\textasciiacute} native town. General result should goes first {\textendash} it means what was found in the research? Was ICT assistance considered to be important for students/positively appreciated? In every dimension, the students from bigger town (according to the number of inhabitants) reached more positive score in questionnaire than the other students in sample. Gender differences were generally weak.},
	keywords = {biology, information and communication technologies},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392223888.pdf},
	author = {Milan Kubiatko and Zuzana Hal{\'a}kov{\'a}}
}
@article {22,
	title = {IS CREATIVITY CHARACTERISTIC FOR INCOMING TEACHERS OF SCIENCE?},
	journal = {Problems of Education in the 21st Century },
	volume = {1},
	year = {2007},
	month = {August/2007},
	type = {Original article},
	chapter = {39-43},
	abstract = {Creativity as one of the characteristics is typical for every human and is expressed in many ways. However it isn{\textquoteright}t developed at the same level by everyone. We are able to determine it and to strengthen it. The components of creativity are newness, novelty and usefulness and we can define it as a creation of new and useful ideas, solutions, or products. For incoming teachers it is very important to be creative. Science teaching provides opportunity to be creative, but the necessity as well. We can expect, that creative teacher will stimulate the pupils to be creative more than a person who isn{\textquoteright}t very inventive. In this contribution we are focused on finding out the level and the scale of future science teachers{\textasciiacute} creativity according to results of Figural Form of Torrance Test of Creative Thinking named the Unfinished Figures. It can give us the first view on creative potential of an individual. We can identify students with extraordinary creative abilities and on the other hand, the ones whose abilities are below-average and help them to develop it for that reason. The study sample consisted of 80 second year college students studying natural science, who would like to be science teachers. The divergent thinking abilities, 4 dimensions (fluency, flexibility, originality and elaboration) were tested. According to the results of TTCT we find out, tha tincoming teachers dispose of figural creativity. Most of them (63.75\%) completed all offered unfinished figures. Just 20.0\% of them are characterized in high level of flexible creative thinking, 60.0\% are in average. The results of originality and elaboration were not satisfying. It is very important to develop incoming teachers{\textasciiacute} abilities as creativity evidently is. },
	keywords = {science teacher, Torrance Test of Creative Thinking},
	issn = {1822-7864 },
	url = {http://oaji.net/articles/2014/457-1392217536.pdf},
	author = {Zuzana Hal{\'a}kov{\'a}}
}
