@article {687,
	title = {SCIENCE TEACHERS{\textquoteright} PERCEPTIONS OF THE EMERGENCE OF RESPONSIBLE RESEARCH AND INNOVATION IN SCHOOL},
	journal = {Journal of Baltic Science Education},
	volume = {17},
	year = {2018},
	month = {August/2018},
	pages = {Continuous},
	type = {Original article},
	chapter = {590-604},
	abstract = {Responsible Research and Innovation (RRI) has recently gained wider importance in the European Union (EU) as an emergent framework informing the governance of science. While a growing body of literature describing RRI and its main conceptual dimensions has appeared in the last seven years or so and in several policy documents, the European Commission has emphasized the need to promote science education in the RRI context, there is no theoretical elaboration of how RRI can be meaningfully integrated into the practice of science education. In order to address this problem, the present research aimed at inquiring into the way in which science teachers make sense of RRI in school. Data were gathered with individual semi-structured interviews from 29 science teachers working in comprehensive schools and hobby schools. Abductive content analysis combining data and conceptual dimensions of RRI was used. In the light of how the science teachers in our sample have made sense of RRI, four theoretical categories have emerged: (1) meaning making; (2) taking action; (3) exploring; and (4) inclusion. These findings have important implications for developing a theory of RRI which can be beneficial for researchers as well as teachers for meaningfully integrating RRI into science education. },
	keywords = {abductive content analysis, responsibility as care, Responsible Research and Innovation, science education, science teacher},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/18.17.590},
	url = {http://oaji.net/articles/2017/987-1533708724.pdf},
	author = {Mirjam Burget and Emanuele Bardone and Margus Pedaste and Katrin Saage}
}
@article {341,
	title = {THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS{\textquoteright} TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {February/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {19-31},
	abstract = {Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students{\textquoteright} transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students{\textquoteright} general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students{\textquoteright} general inquiry knowledge, and these are related with the level of transformative inquiry skills.},
	keywords = {computer-supported inquiry learning, general inquiry knowledge, transformative and regulative inquiry processes},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.19},
	url = {http://oaji.net/articles/2015/987-1437062082.pdf},
	author = {Mario M{\"a}eots and Margus Pedaste}
}
@article {302,
	title = {LEARNING APPROACHES TO APPLYING ROBOTICS IN SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {September/2013},
	type = {Original article},
	chapter = {365-377 },
	abstract = {The methodology and ideas behind educational robotics arise from the 1960s, when the first hardware platforms together with computers were used in research studies in schools. Since the 1990s, the market for educational robotics has grown, and there are many solutions available to use in schools. Despite a wide variety of platform approaches for using robots in education, they are still based on ideas that are decades old. This study evaluates different approaches used nowadays to teach with robots. Problem-based, constructionist, and competition-based learning are identified as the most common uses of robots under observation. Each approach is analysed qualitatively based on the published literature. Each has positive and negative properties; though none have been studied thoroughly using quantitative methods. Results indicate that all these approaches are used in schools with robots interdisciplinary. The current reasons for using robots are based mostly on teachers{\textquoteright} and students{\textquoteright} impressions. However, robotics can be seen as a {\textquotedblleft}tool{\textquotedblright} to create many approaches to science education, such as inquiry learning and problem solving.},
	keywords = {constructionism, constructivism, educational robotics, inquiry learning, LEGO Mindstorms, Problem Solving},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.365},
	url = {http://oaji.net/articles/2015/987-1425808570.pdf},
	author = {Heilo Altin and Margus Pedaste}
}
@article {282,
	title = {MODEL FOR GUIDING REFLECTION IN THE CONTEXT OF INQUIRY-BASED SCIENCE EDUCATION},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {March/2013},
	type = {Original article},
	chapter = {107-118 },
	abstract = {Only a limited number of studies have focused on guiding students{\textquoteright} reflection in the context of inquiry learning in science education. In this study, a review of literature about reflection, reflection skills, and reflection levels was conducted in order to develop a new model for guided reflection in the context of science education using the advantages of technology-enhanced learning. The outcomes of the literature review suggest that in the context of science education reflection should be seen as a metacognitive activity that supports the integration of theory and one{\textquoteright}s own experiences to learn from experience. It contains active reviewing and conceptualization of regulative and inquiry activities. The main activities of reflection in this context are describing, justifying, evaluating, and discussing. According to the theoretical model, describing can be guided by writing a diary or narrative, justifying by explanation guidance, or evaluating and discussing by role play. Guiding questions can be applied in supporting all activities of reflection.},
	keywords = {guidance of reflection, inquiry learning, instructional models, science education, technology-enhanced learning},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.107},
	url = {http://oaji.net/articles/2015/987-1425757877.pdf},
	author = {Maria Isabel Runnel and Margus Pedaste and {\"A}li Leijen}
}
