@article {1286,
	title = {TWENTY-TWO YEARS OF SCIENCE COMMUNICATION RESEARCH: A BIBLIOMETRIC ANALYSIS},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {June/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {393-412},
	abstract = {In recent years, the number of academic studies in the field of science communication has increased. It is important to make a general examination of the studies on science communication and to reveal their distribution according to years and countries in order to draw the framework of science communication studies. The main aim of this study was to analyze the science communication-based articles published in journals in the Web of Science (WoS) index in the last 22 years. Within the scope of the study, articles were scanned by typing keywords such as "topic", "title", "keywords" science communication from the WoS database and 322 articles were examined by bibliometric analysis method. As a result of the study, the articles published between 2000 and 2022 were examined according to years, countries, funding organizations, research area, publishing houses, country scores and citations. According to the results, most articles were published in 2022(N = 58); USA, UK, Australia, Germany ranked first with the number of articles and SAGE (N = 74) ranked first in publisher distributions. This study offers a global perspective on science communication and proposes a vision for future research.},
	keywords = {bibliometrics analysis, journal articles, research trends, science communication, Web of Science (WoS)},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.393},
	url = {https://oaji.net/articles/2023/987-1687107857.pdf},
	author = {Emre Vadi Balc{\i} and {\"O}zlem Du{\u g}an and Bulent Cavas}
}
@article {791,
	title = {INDUSTRY 4.0 AND SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {October/2019},
	pages = {Continuous},
	type = {Editorial},
	chapter = {652-653},
	abstract = {Industry 4.0 and its applications are one of the most important issues of countries that want to keep their competitiveness in the field of scientific, technological and innovation in today{\textquoteright}s world. The Countries that are not able to adapt to Industry 4.0 processes will not be able to develop scientifically and technologically or keep up with current innovation processes. One of the aims of this paper is to explain the concept of industry 4.0 to our readers in a comprehensible manner and to show how much science education is actually related to industry 4.0.
In a general sense, Industry 4.0 or in other words, the 4th Industrial Revolution is an expression that includes many modern automation processes, large databases that communicate with each other, robotic devices and dark factories, in short, quality production technologies. In addition, Industry 4.0 includes modern technologies such as additive manufacturing, autonomous robots, big data, artificial intelligence, augmented reality, system integration, internet of things, cybersecurity, cloud computing, machine learning, deep learning etc. These technologies play an important role especially in the formation of new smart factories.
},
	keywords = {Artificial Intelligence, historical paradigm, industry 4.0, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.652},
	url = {http://oaji.net/articles/2019/987-1571123849.pdf},
	author = {Bulent Cavas}
}
@article {520,
	title = {PEDAGOGICALLY DESIRABLE SCIENCE EDUCATION: VIEWS ON INQUIRY-BASED SCIENCE EDUCATION IN TURKEY},
	journal = {Journal of Baltic Science Education},
	volume = {15},
	year = {2016},
	month = {August/2016},
	pages = {Continuous},
	type = {Original article},
	chapter = {506{\textendash}522},
	abstract = {The aim of this research is to investigate the aspects of science education, which are pedagogically desirable for the individual in the society of 21st century. The research was conducted by Curricular Delphi Study method in three rounds with international comparisons. In the first round, an open-ended survey was used, and in the next two rounds the instrument was structured to answer the refined research questions of the study, such as the priorities and practices towards the inquiry-based science education. The paper reports on the findings of a survey collected from 125 stakeholders of science education, including scientists, science educators, and education administrators from Turkey. In the results of the differentiated analyses according to the sample groups, all stakeholders emphasize the role of science education in the survival of a country. They all put a great emphasis on the curriculum. The stakeholders emphasized the significance of engagement with the interdisciplinary relations of the sciences, their findings and their perspectives with regard to their role in enhancing individual intellectual personality development. It is suggested that scientific inquiry includes the ability to consolidate the inquiry processes with scientific knowledge, scientific reasoning and critical thinking to advance scientific knowledge.},
	keywords = {Delphi method, inquiry-based, science education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/16.15.506},
	url = {http://oaji.net/articles/2016/987-1482424083.pdf},
	author = {Yasemin Ozdem-Yilmaz and Bulent Cavas}
}
@article {432,
	title = {A NEW CHALLENGE BY THE EUROPEAN UNION HAS ALREADY STARTED: RESPONSIBLE RESEARCH AND INNOVATION},
	journal = {Journal of Baltic Science Education},
	volume = {14},
	year = {2015},
	month = {June/2015},
	pages = {Continuous},
	type = {Editorial},
	chapter = {289-290},
	abstract = {It has been revealed by The Directorate-General for Research and Innovation of the European Union that scientific studies and their outcomes, carried out within the last 15 years, haven{\textquoteright}t been adequately shared within the society. In this context, the search for project applications, reviewing efficient communication strategies between European citizens and science was initiated by the European Union{\textquoteright}s Science and Society action plan in 2001. The European Union further developed action plans, under its FP7 program which began in 2007, with a view to increasing participation within society and to enhance two-way dialogues and larger interactions through actualizing Science in Society{\textquoteright}s action. Since 2010, a new concept has been developed, addressing factors playing an actual role in social changes and contributing to the scientific improvement process. This has been called: Responsible Research and Innovation. },
	keywords = {Horizon 2020, responsible research, science education, scientific improvement process},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/15.14.292},
	url = {http://oaji.net/articles/2016/987-1479496676.pdf},
	author = {Bulent Cavas}
}
@article {236,
	title = {THE MEANING OF AND NEED FOR {\textquotedblleft}INQUIRY BASED SCIENCE EDUCATION (IBSE){\textquotedblright}},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Editorial},
	chapter = {4-6 },
	abstract = {It is clear from many studies that European students{\textquoteright} interest in science, mathematics and technology has been declining while their grade levels have increased. Another alarming issue for Europe is recruitment of students for science and technology related careers. According to the ROSE Project results, extremely few girls wish to become scientists, and even for boys the percentage is low. And in Europe, around 50\% of boys gave a positive response to the question: {\textquotedblleft}I would like to get a job in technology{\textquotedblright}, but very few girls indicated that they would like to pursue such a career option (Sjoberg and Schreiner, 2010). These kinds of results from project reports highlight the urgent need for more effective action on the teaching and learning of science in schools. 
According to a report published by the European Commission, the science education community mostly agrees that pedagogical practices based on inquiry-based methods are more effective for the teaching and learning of science. However, the reality of classroom practice is that in the majority of European countries, these methods are only being implemented by relatively few teachers (Rocard et al, 2007). The report continues to explain the advantages of inquiry based science education (IBSE) and the recommendations clearly promote the use of IBSE for the teaching and learning of science in Europe.},
	keywords = {inquiry-based methods, science education, scientific thinking skills},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.04},
	url = {http://oaji.net/articles/2014/987-1419166507.pdf},
	author = {Bulent Cavas}
}
@article {244,
	title = {RESEARCH TRENDS IN SCIENCE EDUCATION FROM THE PERSPECTIVE OF JOURNAL OF BALTIC SCIENCE EDUCATION: A CONTENT ANALYSIS FROM 2002 to 2011},
	journal = {Journal of Baltic Science Education},
	volume = {11},
	year = {2012},
	month = {March/2012},
	type = {Original article},
	chapter = {94-102},
	abstract = {The main aim of this research is to analyse ten volumes of Journal of Baltic Science Education (JBSE) according to the authors{\textquoteright} nationality and research topics of the articles published in the journal between 2002 and 2011. The journal published ten volumes, 27 issue and 166 articles since 2002. The articles were submitted by 343 authors from 31 countries. Statistical analyses show that the authors from Turkey are ranking highest in terms of the number of published papers. Latvia and Lithuania follow Turkey as second and third countries. The study found out that the articles regarding learning-conception, teaching, learning-context and goals, policy and curriculum most frequently investigated by the researchers. However, in 2002-2011, there is no article related to informal learning. The researchers gave less attention to cultural, social and gender issues when compared other research topics in the scope of JBSE.},
	keywords = {content analysis, Journal of Baltic Science Education},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/12.11.94},
	url = {http://oaji.net/articles/2014/987-1419167167.pdf},
	author = {Bulent Cavas and Pinar Cavas and Yasemin Ozdem and Miia Rannikmae and Hamide Ertepinar}
}
@article {217,
	title = {THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGIES IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {10},
	year = {2011},
	month = {June/2011},
	type = {Editorial},
	chapter = {72-72},
	abstract = {The use of information and communication technologies (ICT) in science education has become widespread and been developed increasingly by many science educators in our digital time. Students{\textquoteright} and teachers{\textquoteright} use of new technologies both in the classrooms and out of school have enhanced science learning more meaningful and permanent. In recent years, new technologies such as scientific visualizations, statistical modeling, real time data collection, dynamic modeling software, and collaborative group work environments has been used widely in science education. However, many researches have showed that the success and effect of these technologies use in the classroom highly depend on teachers{\textquoteright} knowledge, skills and experiences in this area. It is apparent that, in the innovative classroom environments that are designed with ICT tools, the expenditures will be in vain if science teachers have no enough knowledge, skills and experiences in these technologies.
Another important dimension of this discussion is how to guide students to use digital learning environments enhanced with simulations, virtual experiments, and online chatting among their classmates and teachers. These are intended to follow after school time for the sustained understanding of science concepts. In specific, the development of Web 2.0 technologies or social networking technologies provides students with their self driven science learning. These technologies also support to share the visual materials such as photograph, videos, graphics and simulations for a clear understanding of issues that the students may concern. Today{\textquoteright}s science teachers on the social networking environments do not only discuss with their students science-related issues, but also build and develop social communication skills of their students.
As a result, it should not be thought that ICT tools alone can resolve all the problems of science education. It also should not be assumed that the ICT tools are versatile remedies for students who suffer from understanding of school science. No doubt that a science teacher{\textquoteright}s eye contact and social interaction have positive impact on students{\textquoteright} achievement and attitudes in science more than the many technologies developed so far. In the light, science teachers{\textquoteright} pedagogical content knowledge to use ICT tools in their science curriculum and the suitable methods to use these tools in classroom atmosphere should be researched in more advanced levels.},
	keywords = {ICT, learning environments, new technologies, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1410008377.pdf},
	author = {Bulent Cavas}
}
