<?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></contributors><titles><title><style face="normal" font="default" size="100%">Le déterminisme génétique, conceptions de lycéens français et estoniens</style></title><secondary-title><style face="normal" font="default" size="100%">Skholê (ESPE Aix-Marseille)</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2014</style></year></dates><number><style face="normal" font="default" size="100%">1</style></number><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">89-97</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Comparison of French and Estonian students' conceptions in genetic determinism of human behaviours</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Biological EducationJournal of Biological Education</style></secondary-title><short-title><style face="normal" font="default" size="100%">Comparison of French and Estonian students' conceptions in genetic determinism of human behaviours</style></short-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">Mar</style></date></pub-dates></dates><volume><style face="normal" font="default" size="100%">47</style></volume><pages><style face="normal" font="default" size="100%">12-20</style></pages><isbn><style face="normal" font="default" size="100%">0021-9266</style></isbn><language><style face="normal" font="default" size="100%">English</style></language><abstract><style face="normal" font="default" size="100%">Innatism is the belief that most of the human personality can be determined by genes. This ideology is dangerous, especially when it claims to be scientific. The present study investigates conceptions of 1060 students from Estonia and France related to genetic determinism of some human behaviours. Factors taken into account included students' religion, gender, parents' education level and the school curriculum. The data analysis used 2 for single comparisons but also multivariate analyses as between-class analysis and the Monte Carlo test to differentiate samples. The difference in the answers from students of the two countries is strongly significant, Estonian students' answers being more innatist and linked with more intolerant attitudes than French ones, although in both cases the majority is tolerant. For each country, very few factors differentiate students: only gender in France for the question on sexism and schools in Estonia. These findings show how sociocultural context is important for questions containing values interacting with scientific knowledge. The interpretation of the results infers significantly different trends among Estonian and French students' conceptions about the determinism of human behaviours and performances.</style></abstract><work-type><style face="normal" font="default" size="100%">Article</style></work-type><accession-num><style face="normal" font="default" size="100%">WOS:000315714800002</style></accession-num><notes><style face="normal" font="default" size="100%">ISI Document Delivery No.: 100QB Times Cited: 0 Cited Reference Count: 38 Castera, Jeremy Sarapuu, Tago Clement, Pierre ERMOS (Estonian Research Mobility Scheme); FP7 Marie Curie COFUND 'People' We particularly thank the teachers who gathered data in Estonia and in France and all the students who filled in the questionnaire. Special thanks also to Alain Abadie, Martine Choltus, Valerie Machon, and Andrea Slepcevic who actively helped us to gather the data. We are particularly grateful to all the other Biohead-Citizen participants for their methodological contributions. This work has been supported by ERMOS (Estonian Research Mobility Scheme) in conjunction with the FP7 Marie Curie COFUND 'People'. 0 Routledge journals, taylor &amp; francis ltd Abingdon</style></notes><auth-address><style face="normal" font="default" size="100%">[Castera, Jeremy Sarapuu, Tago] Univ Tartu, Sci Educ Ctr, EE-51010 Tartu, Estonia. [Castera, Jeremy Clement, Pierre] Univ Lyon 1, S2HEP, F-69622 Villeurbanne, France. Castera, J (reprint author), Univ Tartu, Sci Educ Ctr, Tahe 4-312, EE-51010 Tartu, Estonia. jeremycastera@gmail.com</style></auth-address><label><style face="normal" font="default" size="100%">ACL</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>10</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">The Influence of the Ontological Status of Student Understanding on Modelling Activities in a Virtual Learning Environment</style></title><secondary-title><style face="normal" font="default" size="100%">AWERProcedia Information Technology &amp; Computer Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">14-16 November</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Barcelona, Spain</style></pub-location><volume><style face="normal" font="default" size="100%">3</style></volume><pages><style face="normal" font="default" size="100%">1175-1181</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">C-ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>47</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">French and Estonian Students Visual Literacy Skills Related to the Modelling Activities in a Web-Based Environment</style></title><secondary-title><style face="normal" font="default" size="100%">AWERProcedia Information Technology &amp; Computer Science</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">14-16, November</style></date></pub-dates></dates><pub-location><style face="normal" font="default" size="100%">Barcelona, Spain</style></pub-location><volume><style face="normal" font="default" size="100%">3</style></volume><pages><style face="normal" font="default" size="100%">1182-1188</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">C-ACTI</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Influence of visual analysis skills and collaborative work on modelling activities in web-based learning environment</style></title><secondary-title><style face="normal" font="default" size="100%">International Conference on computer, Network and Communication Engeneering (ICCNCE)</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2013</style></year></dates><publisher><style face="normal" font="default" size="100%">Atlantis press</style></publisher><pub-location><style face="normal" font="default" size="100%">Beijing, China</style></pub-location><pages><style face="normal" font="default" size="100%">715-717</style></pages><isbn><style face="normal" font="default" size="100%">978-90-78677-67-3</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Improving student conceptualisations through manipulation in a web-based learning environment</style></title><secondary-title><style face="normal" font="default" size="100%">Leveraging Technology for Learning: The 8th International Scientific Conference eLearning and Software for Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Editura Universitara</style></publisher><pub-location><style face="normal" font="default" size="100%">Bucharest, Romania</style></pub-location><volume><style face="normal" font="default" size="100%">1</style></volume><pages><style face="normal" font="default" size="100%">449-454</style></pages><isbn><style face="normal" font="default" size="100%">2066-026X-12-072</style></isbn><language><style face="normal" font="default" size="100%">English</style></language><abstract><style face="normal" font="default" size="100%">This study investigates ways in which students can improve their conceptual understanding of complex biological processes. A model of protein synthesis from the Web-based learning environment Cell World was studied by 59 French students. Students had to manipulate certain virtual molecules so that they would react as a biological phenomenon. Questions on a worksheet investigated student understanding of the ontological categories of objects and processes under the influence of the manipulable and non-manipulable model components. The results of the study suggest a trend wherein the category of processes was less understood than those of objects. However, the outcome also demonstrates that manipulation of a virtual environment can help students to understand the category of processes, rather than merely the properties of objects. Thus, Cell World should be considered as an efficient process-based environment.</style></abstract><work-type><style face="normal" font="default" size="100%">Proceedings Paper</style></work-type><accession-num><style face="normal" font="default" size="100%">WOS:000316712900072</style></accession-num><notes><style face="normal" font="default" size="100%">Cited References Count:11|BEI54|LEVERAGING TECHNOLOGY FOR LEARNING, VOL I|EDITURA UNIVERSITARA|BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA|ISI Document Delivery No.:BEI54</style></notes><auth-address><style face="normal" font="default" size="100%">Univ Tartu, Sci Educ Ctr, EE-51010 Tartu, Estonia</style></auth-address><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Développer la littératie visuelle des lycéens avec l’environnement d’apprentissage ‘Le Monde Cellulaire’: un retour d’expérience en France et en Estonie</style></title><secondary-title><style face="normal" font="default" size="100%">Colloque Technologies de l'information et de la communication pour l'enseignement</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">11-13 Décembre 2012.</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Université de Lyon</style></publisher><pub-location><style face="normal" font="default" size="100%">Lyon, France</style></pub-location><pages><style face="normal" font="default" size="100%">261-265</style></pages><isbn><style face="normal" font="default" size="100%">978-2-9813635-0-3</style></isbn><language><style face="normal" font="default" size="100%">eng</style></language><label><style face="normal" font="default" size="100%">OS</style></label></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>5</ref-type><contributors></contributors><titles><title><style face="normal" font="default" size="100%">Developing Students’ Visual Litteracy in a Virtual Modelling Environment</style></title><secondary-title><style face="normal" font="default" size="100%">Leveraging Technology for Learning: The 8th International Scientific Conference eLearning and Software for Education</style></secondary-title></titles><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">2012</style></date></pub-dates></dates><publisher><style face="normal" font="default" size="100%">Editura Universitara</style></publisher><pub-location><style face="normal" font="default" size="100%">Bucharest, Romania</style></pub-location><volume><style face="normal" font="default" size="100%">1</style></volume><pages><style face="normal" font="default" size="100%">532-537</style></pages><isbn><style face="normal" font="default" size="100%">2066-026X-12-085</style></isbn><language><style face="normal" font="default" size="100%">English</style></language><abstract><style face="normal" font="default" size="100%">This study investigates the influence of virtual modelling activity on the development of students' visual literacy. An experiment was conducted using learning environment &quot;Cell World&quot; in order to enhance students' skills of analysing and translating visual information. The participants were 190 Estonian secondary school students who applied the models of protein synthesis and genetic code. A pre- and post-test was designed and completed to measure students' visual literacy. Results of the study indicated that students' skills in analysing visual information were higher after the application of the models. The students' ability to translate information across different representations also developed statistically significantly. This study therefore provides additional evidence that introducing manipulative learning objects in instructional settings can significantly improve learner's visual literacy.</style></abstract><accession-num><style face="normal" font="default" size="100%">WOS:000316712900085</style></accession-num><notes><style face="normal" font="default" size="100%">Cited References Count:14|BEI54|LEVERAGING TECHNOLOGY FOR LEARNING, VOL I|EDITURA UNIVERSITARA|BD NICOLAE BALCESCU NO 27-33, BUCHAREST, 00000, ROMANIA|ISI Document Delivery No.:BEI54</style></notes><auth-address><style face="normal" font="default" size="100%">Univ Tartu, Sci Educ Ctr, EE-50090 Tartu, Estonia</style></auth-address><label><style face="normal" font="default" size="100%">OS</style></label></record></records></xml>