<?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%">Filip Hašpl</style></author><author><style face="normal" font="default" size="100%">Karel Vojíř</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNCOVERING LOWER SECONDARY SCHOOL STUDENTS’ APPROACHES DURING BIOLOGICAL OBSERVATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">eye-tracking</style></keyword><keyword><style  face="normal" font="default" size="100%">science process skills</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific observation</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary education</style></keyword><keyword><style  face="normal" font="default" size="100%">visual literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1793131731.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Biological observation requires students to distinguish task-relevant morphological features from irrelevant visual information. However, little is known about how lower-secondary school students allocate attention while solving image-based biological tasks. This study examined observational approaches using eye-tracking. Seventy-five students completed 18 feature-identification tasks across fauna, flora, and microscopic life. Hierarchical cluster analysis of standardised eye-tracking metrics, supplemented by qualitative inspection of scan paths, identified four observational approaches: Quick Targeting (54.1%), Diagnostic Scanning (27.2%), Instruction-Guided Search (10.2%), and A Thorough Wander (8.5%). More than 72% of students showed one dominant approach across most tasks. Observational approach was associated with task performance, although the association was small (χ² = 29.00, df = 18, p = .048, Cramér’s V = .085). Diagnostic Scanning and Quick Targeting showed the highest mean scores (5.54 and 5.52 out of 6), whereas A Thorough Wander and Instruction-Guided Search showed lower scores (5.28 and 5.21). Longer viewing was not associated with better performance. Higher task performance was instead associated with attention to task-relevant morphological features. These findings support explicit visual guidance and systematic comparison of diagnostic features in image-based biology observation tasks.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">855-869</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%">Lindelani Mnguni</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A DESCRIPTION OF VISUAL LITERACY AMONG THIRD YEAR BIOCHEMISTRY STUDENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">biochemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">biovisual literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">senior aptitude</style></keyword><keyword><style  face="normal" font="default" size="100%">visual literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">visuo-spatial abilities</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2018</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2018</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/987-1529509197.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The use of visual models in teaching, learning and research has increased. Consequently, students have to develop various new competencies including visual literacy in order to learn efficiently. However, visual literacy among biochemistry students is not well documented. Using quantitative research methodology, the current research was aimed at determining visual literacy among biochemistry students. The participants were 74 purposefully selected third year undergraduate biochemistry students from the University of KwaZulu-Natal. The data were collected using a Senior Aptitude test and BioVisual Literacy test. The results show that students performed well in the sub-sections of the Senior Aptitude test including patterns test and spatial perception 2D test. They had difficulties with non-verbal reasoning with figures and spatial visualization 3D tests, as well as with the BioVisual Literacy tests. The results suggest that students generally have poor visual literacy, which could affect their ability to comprehend content knowledge in biochemistry. </style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">486-495</style></section></record></records></xml>