The study aims to compare how discovery learning and collaborative discovery learning affect knowledge acquisition, the development of understanding through phases of self-regulated learning (SRL), and the use of SRL strategies at the individual level. The sample consists of 981 eleven-year-old students. The results show that both methods have a positive effect on knowledge acquisition. Collaborative discovery learning has more positive effects on the development of students’ understanding by developing collaborative skills. Motivational strategies (especially in girls) are more developed in collaborative discovery learning than in discovery learning. Students who show more pronounced negative characteristics of self-regulation also achieve poorer results in the knowledge test, and this is more pronounced in students who have participated in discovery learning. The tendency of an affirmative attitude towards the characteristics of SRL in the entire population of students indicates a proportional growth in accordance with success in learning, but in more successful students, it indicates a uniform retention of an affirmative attitude. The tendency toward an affirmative attitude regarding the characteristics of collaborative learning is inversely proportional to students’ success, with a more pronounced attitude decrease in more successful students.

Many studies investigate the effects of block vs. traditional class scheduling on the students’ success in high-school science classes. However, it is rare for studies to investigate the interactive effect of class scheduling and students’ average performance on the students’ success. We investigated how block (B) vs. single (S) class scheduling, students’ average performance and their interaction affect students’ success in high school biology course. The study included 281 high school students (1st to 4th grade; 124 students from S-, 157 from B-scheduled classes) participating in: (1) first written exam conducted to evaluate students’ initial knowledge; (2) teaching in block- vs. single-scheduled classes; (3) second written exam conducted to assess students’ achievement after block- vs. single-scheduled classes. Block-scheduled classes improved students’ performance in 3rd grade only. In 1st and 2nd grade, students from single-scheduled classes achieved better results. In 4th grade, there was no significant difference in success among block- vs. single-scheduled classes. Block-scheduled classes did not affect students’ success equally across all student performance categories. When estimating the effects of class scheduling on students’ success, students’ age, prior knowledge, overall performance and complexity of educational topics should be considered.

This study examined the ecological status of the Streževo Reservoir in North Macedonia, focusing on zooplankton as an indicator of water quality. Built in 1982, the Streževo Reservoir serves several purposes, including irrigation, water supply, and hydropower generation. The research project investigated the seasonal and vertical variation in zooplankton abundance and biomass as well as the influence of environmental factors. Sampling was conducted seasonally (spring, summer, and autumn) in 2010 and 2011 across the longitudinal profile (epilimnion, metalimnion, and hypolimnion) of the reservoir at three sampling stations: the inflow of the Šemnica River, a central station in open water, and a site near the dam. The Streževo Reservoir is characterized by significantly pronounced seasonal and vertical temperature stratifications. The species diversity of the zooplankton was low, with only 21 taxa identified. Seasonal oscillations in abundance were statistically significant, with maximum values in the summer period and minimum values in spring. The Shannon diversity index displayed the lowest diversity values in the autumn, in the hypolimnion, and the highest values in the summer, in the metalimnion. The RDA analysis showed that temperature was the most important predictor of zooplankton abundance distribution, followed by Chl a concentration and TN. According to the Zooplankton Index of Quality Assessment (Zoo-IQ), during the investigated period the reservoir had good water quality in all three studied seasons, as well as through the whole profile. Overall, the study highlights the importance of zooplankton as an indicator of water quality and provides valuable insights into the ecological status of the Streževo Reservoir. The novelty of this study lies in its comprehensive examination of the interconnected dynamics affecting reservoir ecology, particularly as the present study is the first to perform such an analysis for the Streževo Reservoir. It highlights the impacts of thermal stratification on biochemical processes, the seasonal variations in dissolved oxygen and phosphorus levels due to phytoplankton activity, and the influences of temperature on zooplankton diversity and abundance. Furthermore, it introduces the Zoo-IQ index as an innovative tool for assessing water quality through zooplankton analysis, emphasizing its relevance as an early indicator of ecological changes in freshwater systems. Moreover, this multi-faceted approach underscores the complexity of reservoir ecosystems and the importance of proactive management strategies to the mitigation of water quality fluctuations. This study underlines the need for continuous monitoring and proactive management strategies to address the aging of reservoirs.

Freshwater reefs (known as tufa barriers) are special karst features recognized for highly heterogeneous habitat structures, complex hydrogeological features, and unique macrozoobenthos drift (downstream dispersal) patterns. Our study objective was to investigate diel and seasonal drift patterns between barriers and pools, both composed of moss-rich and fishless mesohabitat types, aligned on a small spatial scale within the karst, tufa-precipitating Plitvice Lakes hydrosystem. We monthly sampled drift at the two mesohabitat types (barriers and pools) during midday and dusk and examined quantitative and qualitative drift compositions, including drifting invertebrates, moss, and associated particulate organic and inorganic matter (APOIM). Barriers displayed higher invertebrate drift densities than those of pools. The same pattern was observed for moss and APOIM. At both mesohabitat types, invertebrate drift showed peak but highly variable densities during late spring and summer (mean >100 individuals m-3), whereas during late winter and early spring the drift densities were 5-fold lower than those densities. The nonmetric multidimensional scaling analysis revealed that invertebrate drift seasonality was influenced by seasonal drift patterns of aquatic moss and moss-dwelling invertebrate taxa. Adult and/or larval Riolus spp. and larval Hemerodromia spp. were found to be the most significant for the separation of midday and dusk within the NMDS ordination of barriers and pools. At barriers, midday drift densities of invertebrates, moss, and APOIM were higher than the respective dusk records. Within pools, invertebrate drift was largely aperiodic. We suggest that increased midday and/or aperiodic drift are a consequence of the lack of fish between barrier- and pool-mesohabitats. Our results further indicated that aquatic invertebrates inhabiting fast-flowing barriers and slow-flowing pools mostly exhibit “passive drift” mediated by transport agents such as water flow and dislodged aquatic vegetation. The observed spatio-temporal drift patterns are also likely influenced by ontogenetic shifts in drift periodicity (i.e., shifts depending on the development stage and morphological characteristics of the individual taxa) as well as benthic distribution of moss-dwelling invertebrate taxa. We can conclude that biotic (vs. abiotic) controls of drift are likely minimized in the fishless case of the freshwater reefs and associated barrier–pool sequences within Plitvice Lakes hydrosystem.

Biologija je već niz godina među najzastupljenijima izbornim predmetima na Državnoj maturi pa se sukladno tome veliki broj učenika uključuje i na natjecanja iz biologije. Na županijskom natjecanju kao 20 % najuspješnijih po županijama izlučeno je 362 učenika srednjih škola, čiji su postignuti rezultati pri rješavanju pisane provjere analizirani s ciljem utvrđivanja povezanosti kvalitativne i kvantitativne analize pitanja. Analiza je provedena u skladu s Nastavnim programom za određeni razred i katalogom za državnu maturu iz biologije kao referentnim točkama konceptualnog okvira i predviđenih ishoda učenja. Pitanja u pisanim provjerama su prihvatljive kvalitete, najkvalitetnija su pitanja kratkog odgovora, a najslabije kvalitete pitanja višestrukog izbora s dva točna odgovora i zadaci povezivanja. Reproduktivni zadaci još uvijek prevladavaju u pitanjima višestrukog izbora i povezivanja, a težina na osnovu riješenosti i procijenjena težina zadataka visoko su povezane. Mala povezanost riješenosti pitanja slabije kvalitete i srednja povezanost kvalitetnijih pitanja s procjenom riješenosti potvrda je kvalitete zadataka i važnosti oblikovanja pitanja uz uvažavanje elemenata procjene kvalitete. Potvrđena bolja povezanost riješenosti i kvalitete pitanja potvrđuje važnost pripreme pitanja uz uvažavanje elemenata procjene kvalitete, a posebno primjene kritičkog razmišljanja u zadacima provjere konceptualnog razumijevanja i sposobnosti rješavanja problema. Rezultati dobiveni analizom u budućnosti se mogu koristiti za poboljšanje izrade pitanja pisanih provjera te razvoj zadovoljavajućih bioloških kompetencija učenika srednjoškolske populacije.