<?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%">Sirpa Kärkkäinen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">HOW DO ANIMALS SPEND THE WINTER? A FINNISH STUDY ON THE USE OF VEE HEURISTICS IN A BIOLOGY UNIT FOR EIGHTH GRADERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</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%">environmental education</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary school</style></keyword><keyword><style  face="normal" font="default" size="100%">winter ecology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413729111.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">47</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study was to describe the eighth graders’ (N=92) biology learning process and the use of Vee heuristics in six Finnish secondary school classes (age 13-14 years). The teaching unit “How do animals spend the winter?” had an inquiry-based approach by using Vee heuristics. Part of the learning took place in the local Science museum. In this study, Vee heuristics consisted of ten questions related to three different phases; the planning, implementation and evaluation phases. In the planning phase, pupils were interested in animals’ nutrition and external features. In the evaluation phase, pupils made broader generalizations about animals’ behavioural and structural adaptations to winter. They compared, contrasted and evaluated the environmental effects on the ways in which animals have adapted to winter and highlighted the biotic elements in the winter ecosystem. In the planning phase, pupils had multiple goals in their value claims and they reported a sense of independence and dedication during the learning process. Results indicate that Vee heuristics could be considered to be a tool for improving the learning process in pupils. In biology it encouraged learning for understanding, engagement, enjoyment, independence and self-efficacy.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">69-90</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%">Katarzyna Potyrala</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE IMPACT OF MEDIA CULTURE ON THE BIOLOGY EDUCATION OF ‘INSTANT GENERATION’</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</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%">media culture</style></keyword><keyword><style  face="normal" font="default" size="100%">‘instant generation’</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939902</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The crisis in education is part of crisis of science and this is one of the dimensions of contemporary culture. The media culture addressed to a large audience through technical means of communication is more and more important. Today’s students are no longer the people our educational system was designed to teach (Prensky, 2001). The ‘instant culture’, which main message is ‘carpe diem’, speedy communication and sexualization of life, shapes the identity of young people and their lifestyle (Melosik, 2010).
 The article undertakes theoretical and practical analysis of the trends in biological education, what is presented in the following conceptual framework: /1/ from cognition to metacognition, /2/ from individual experience to community, /3/ from knowledge to attitudes, /4/ from diagnosis to prevention, /5/ from subject skills to life skills. Experimental tests and analyses were designed to verify the research hypothesis assuming that media culture has the influence on biology education of ‘instant generation’. The alternative ways of teaching, including negotiation of shape the reality with students of high school are possible during biology lessons. The conclusions can be the basis of new educational models of ‘instant generation’.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">96-105</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%">Andrej  Šorgo</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STUDENTS’ PERCEPTIONS OF REAL AND VIRTUAL FIELD WORK IN BIOLOGY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</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%">field work</style></keyword><keyword><style  face="normal" font="default" size="100%">virtual field trips</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408436024.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">37</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The outdoor education is a method of learning with the exposure to (not exclusively) the natural environment that combines all human senses. Students tend to acknowledge a very positive effect of this kind of learning. It is easier and more memorable to connect the theory with practice, when they see things in nature, rather than to just hear about them in the classroom. Despite its popularity, teachers face various obstacles when they take their students outdoors. Although the outdoor education is included in the Slovenian primary and lower secondary school curriculum, the percentage is not high enough, which depends on various reasons. Teachers defined lack of time, suitability of area around the school, not enough instruments for field work and to expanded curriculum as the main reasons for not including field work in the classes. Some of these obstacles could be solved by implementation of information and communication technology (ICT) into the biology and ecology classes. 
 In this research the results of 192 students’ point of view on the importance of field work, obstacles of that kind of work and the ICT as a solution to support or replace the real field works are presented. All questioned students were prospective teachers, so sooner or later majority of them will face issues connected to the field work and possibilities to solve them with the help of ICT.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">98-108</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%">Yordanka  Stefanova</style></author><author><style face="normal" font="default" size="100%">Maria  Minevska</style></author><author><style face="normal" font="default" size="100%">Svetla  Evtimova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC LITERACY: PROBLEMS OF SCIENCE EDUCATION IN BULGARIAN SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </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%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917711.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article presents the results of a theoretical study, which purpose is to identify opportunities to update the learning process. Subject of study is the formation of scientific literacy among students in Bulgarian schools. 
Our study has two aspects: scientific literacy in the normative documents regulating the teaching of science in the Bulgarian school; approaches, methods and tools for the formation of scientific literacy. The analysis of normative documents is discussed in relation to scientific knowledge and scientific processes for the formation of scientific literacy among students in secondary schools in Bulgaria.
 Need for changes in science teacing is discussed in terms of: the choice of approaches, methods and tools for the formation of scientific literacy among students, the creation of appropriate tools, including questions and problems, case studies pertaining to specific situations and require event critical attitude towards the statements and opinions expressed and decisions on important life issues, creating the right environment in which students work together as active learners and that could lead to the development of student's knowledge necessary for life.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-118</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%">Katarzyna Potyrala</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRATEGIES OF DIALOGUE IN MEDIA-AIDED BIOLOGY EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </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%">methods of learning</style></keyword><keyword><style  face="normal" font="default" size="100%">strategies of dialogue</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392409025.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Forming biological and environmental competences in students in the contemporary world of the media assumes application of specific strategies, and hence the methods and techniques of work with students. The theoretical part of research focused on the modules of the teaching strategies' choice. The modules were connected with the patterns of situations for learning through communication, learning through experiencing and learning through action. In the practical part of research the application of the selected teaching strategies supporting multiple feedback during media-aided biology lessons was attempted. The research issue has been focused around the influence of the various media on students' biological skills in the field of new sources of scientific information. The research results were used for preparation of theoretical basis for formulating the main assumptions for media in biology education and evaluation of dialogue's strategies in ethical aspect of teaching contents and objectives. 240 high school students of experimental and control classes participated in the research (lessons, survey, cards of activity). The data were interpreted in view of the new concepts of teaching and learning and point to the fact, that the development of media creates a possibility to shape views; however, it is dialogue, creative attitude and critical knowledge that are the basic conditions for the scientific approach to information. 
</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">151-158</style></section></record></records></xml>