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Teacher agency is an increasingly important area of research across different learning and professional development settings. In our study, we followed the ecological model of teacher agency and developed a questionnaire that allows us to differentiate eight dimensions of teacher agency. Confirmatory factor analysis showed an acceptable fit of the eight-factor model in two different domains where teachers often make decisions: planning of teaching and learning activities and using information and communication technologies in teaching. Comparisons of configural, metric, and scalar models revealed good metric invariance across pre-service and in-service teachers in both agency domains. However, scalar invariance was not supported. Therefore, the new questionnaire seems suitable and sensitive for assessing teacher agency in these groups separately, but comparisons of the groups should not be made.

The aim of the paper is to identify different groups of in-service teachers based on their general pedagogical knowledge (GPK) and self-efficacy beliefs and to explore potential differences among these groups regarding their instructional quality and commitments to teaching. A sample of 161 in-service subject teachers (science, mathematics, or Estonian language) who taught in lower secondary schools in Estonia were included in the study. Data was collected with a GPK test and self-reported questionnaires on instructional quality and commitments to teaching in the context of an OECD Teacher Knowledge Survey. Based on the cluster analysis, three groups of in-service teachers were identified: “the over-confident” teachers with average self-efficacy and very low GPK, “the competent” teachers with high self-efficacy and GPK, and “the insecure” teachers with low self-efficacy and average GPK. These three types of teachers were different in terms of instructional quality and commitments to teaching. It seemed that teachers’ self-efficacy beliefs are more important than GPK for instructional quality; however, GPK is more important for teachers’ professional persistence illuminating their general sense of professional identity. Implications of these findings for teacher education and teacher retention will be discussed.

Siinse uuringu eesmärgid on matemaatikapädevust hindavate testide arendamine, matemaatikapädevuse empiiriliselt eristatavate dimensioonide kirjeldamine ja matemaatikapädevuse hindamise tulemuste tutvustamine DigiEfekti projekti valimi näitel Eesti 3., 6. ja 9. klassides, tuginedes Rootsis välja töötatud matemaatikapädevuse uurimise raamistikule (MCRF, Lithner et al., 2010), mida täpsustati uurijate poolt Eesti kontekstis (Johanson et al., 2021). Uuringust selgus, et loodud testid on kõrge reliaablusega ning võimaldavad nii kolmandates, kuuendates kui ka üheksandates klassides eristada viit matemaatikapädevuse dimensiooni. Dimensioonide eristamiseks loodud faktormudeleid iseloomustavad head sobitusastme näitajad, kuid faktorite vahelised korrelatsioonid on suhteliselt tugevad. Vastavalt empiirilist kinnitust leidnud mudelitele osutusid kõigis vaadeldud koolistmetes kõige keerulisemateks ülesanneteks kommunikatsioonipädevust ja arutluspädevust hindavad ülesanded ning kõige paremini lahendati protseduurilist pädevust ja esituspädevust kirjeldavaid ülesandeid. Summary

Despite the development of policies and research supporting it, inclusion remains a challenge in contemporary education. We have developed a theoretical model for implementing inclusive education, thereby supporting early childhood education quality. It is necessary to establish the applicability of this model in order to apply it to improve the practices for adopting inclusive education. We conducted a case study, which showed that all levels and key characteristics of the theoretical model were also relevant in practice. However, as a result of the case study, the features describing the key characteristics were modified compared with the initial model. Additionally, the case study revealed that some of the features did not appear in practice. Those undetected features were mostly related to understanding the concept of inclusive education and the philosophy of inclusion. There appeared a need for a clearer understanding of inclusion on both the institutional and state level. The implementation of inclusive education does not in itself always increase inclusion or reduce exclusion. Therefore, when implementing inclusive education, it is necessary to think carefully about what is being done to allow all children to be meaningfully involved in the same classroom and by their teachers.

Vaatamata kaasamist toetavatele poliitikatele ja uuringutele on kaasava hariduse rakendamine lasteaedades väljakutse. Selleks on oluline süsteemne ja terviklik lähenemine. Oleme loonud kirjanduse põhjal kaasava hariduse rakendamise mudeli. Siinne artikkel keskendub juhtumiuuringule, mille eesmärk on mudeli põhjal välja selgitada kaasava hariduse rakendamise tunnused lasteaias. Selgus, et kõik mudelis avatud võtmetunnused ilmnesid ka lasteaedades. Erinevused esinesid perekonna, institutsiooni ja riigiga seotud tunnustes, millele lasteaedades tähelepanu ei pööratud või mida ei teadvustatud. Lisaks ülevaatele kaasava hariduse rakendumisest seisneb uuringu praktiline väärtus ka ettepanekutes mudeli parandamiseks õpetaja ja institutsiooni tasandi täiendavate tunnustega. Kokkuvõttes ilmnes, et kaasava hariduse rakendamine lasteaedades sõltub eelkõige kaasava hariduse olemuse mõtestamisest ja rakendamise väljakutse seisneb riigi tasandi võtmetunnustes. Summary

The usage of social media in education is increasing as a result of perceived pedagogical benefits. The literature emphasizes the importance of teachers continuing to build their social media capabilities, experiences, and values. Critical thinking, problem-solving, and the ability to contextualize social media require intellectual, social, and ethical talents regardless of operational proficiency. We performed a semi-structured interview with 13 high school teachers who expressed their thoughts and experiences using social media in the classroom. The interviews’ recorded videos were transcribed into text and coded inductively and deductively for analysis. The study’s findings agreed with a proposed conceptual framework that claims that regular interactions with social media enable teachers to better understand and teach with it. The paper presents a framework to assist education facilitators, educational technologists, teachers, and other affiliated agencies in refocusing their efforts on technology-assisted context training. It also emphasizes the significance of engaging with technology regularly.

ABSTRACTResponsible Research and Innovation (RRI) has attracted the interest of educational researchers in an attempt to see how teaching RRI can be introduced into education. The literature has focused on how to link the RRI framework to the specific field of science education in comprehensive school and upper secondary school. While explicit connections with existing philosophies of science education (Nature of Science, Inquiry-Based Learning, Socio-Scientific Issues, Citizenship Education) have been brought out, we still lack a more comprehensive and less fragmented picture. To overcome fragmentation and gain a coherent view of RRI in science education, in this article we provide what we call the RRI Map. We identify three main activities which teachers can engage learners in to relate to teaching science responsibly. Such activities are (1) making sense of the scientific enterprise, (2) taking action to face challenges by making use of scientific knowledge and (3) exploring theoretical possibilities.

Abstract Data sharing is one of the cornerstones of modern science that enables large-scale analyses and reproducibility. We evaluated data availability in research articles across nine disciplines in Nature and Science magazines and recorded corresponding authors’ concerns, requests and reasons for declining data sharing. Although data sharing has improved in the last decade and particularly in recent years, data availability and willingness to share data still differ greatly among disciplines. We observed that statements of data availability upon (reasonable) request are inefficient and should not be allowed by journals. To improve data sharing at the time of manuscript acceptance, researchers should be better motivated to release their data with real benefits such as recognition, or bonus points in grant and job applications. We recommend that data management costs should be covered by funding agencies; publicly available research data ought to be included in the evaluation of applications; and surveillance of data sharing should be enforced by both academic publishers and funders. These cross-discipline survey data are available from the plutoF repository.

Abstract Background Inquiry-based learning is widely applied in science education; however, so far, the outcomes of learning process have been systematically assessed mainly at the secondary school level. For primary school students, there is no valid instrument for assessing the outcomes of their science inquiry. The aim of the current study was to develop a test for assessing science learning outcomes (analytical skills, planning skills, interpretation skills, and science knowledge) related to the five phases of inquiry-based learning (Orientation, Conceptualization, Investigation, Conclusion, and Discussion) at primary education level (ISCED 1). Results A set of contextualized science tasks was created to assess each of the learning outcomes at three levels. The Science Inquiry Test for Primary Education (SIT-PE test) was developed through several phases, including pilot studies with large groups of fourth-grade students (10 to 11 years of age). The 1 PL Item Response Theory model was used to analyze the quality of the test and items based on the test’s reliability score, item difficulty measure, infit and outfit indices, estimation of item discrimination, item-scale correlation, and the quality of the scoring key. The final test, consisting of 24 items, was used with a sample of 1868 students. The analysis showed the SIT-PE test to be of good quality on test level and item level and to also have good predictive validity. Confirmatory factor analysis revealed that the correlated factors model and second-order factor model of the science learning outcomes both had a good fit to data collected with the SIT-PE test. Confirmatory factor analysis confirmed the multidimensionality of science learning outcomes and validated four dimensions of the model: analytical skills, planning skills, interpretation skills, and science knowledge. Conclusions In conclusion, the SIT-PE test could be further used for assessing students’ inquiry competence in primary education. However, it could be even further improved in several ways and this study provides guidelines on how to do that. In addition, the SIT-PE provides test developers with information on how to design derivations of the SIT-PE test for assessing particular science inquiry outcomes or the same outcomes in older age groups as well.

Travel restrictions regarding COVID-19 have created new challenges for organizing international scientific conferences. Most of the conferences have to be moved to a fully online format. In our study, we analyzed what challenges it created in organizing the International Conference on Advanced Learning Technologies and Technology-Enhanced Learning in July 2020 in Estonia at the University of Tartu. The conference had 131 attendees from all over the world – this resulted in significant challenges due to differences in time zones and difficulties in engaging and socializing people in an online event. In our study, we collected feedback on conference-organization related challenges from five local organizing team members with different roles in the team. Their interviews were analyzed using an abductive approach. The results showed that the challenges could be identified through eight main categories: value, management, timing, program, people, protection, scaffolds, and money. In each of them, several sub-categories were specified. It was concluded that there were both advantages and challenges in organizing an online conference compared to a regular one. For example, fewer challenges are related to travel, accommodation, food and drinks, but more attention needs to be paid to supporting the socialization of people, especially those living in different time zones. Another major challenge appeared to be uncertainty related to the conference budget. Significant advantages were that the carbon footprint of the conference was smaller, the conference was more accessible, and it was easier to solve all the technical issues of the participants.

Computer science concepts have an important part in other subjects and thinking computationally is being recognized as an important skill for everyone, which leads to the increasing interest in developing computational thinking (CT) as early as at the comprehensive school level. Therefore, research is needed to have a common understanding of CT skills and develop a model to describe the dimensions of CT. Through a systematic literature review, using the EBSCO Discovery Service and the ACM Digital Library search, this paper presents an overview of the dimensions of CT defined in scientific papers. A model for developing CT skills in three stages is proposed: i) defining the problem, ii) solving the problem, and iii) analyzing the solution. Those three stages consist of ten CT skills: problem formulation, abstraction, problem reformulation, decomposition, data collection and analysis, algorithmic design, parallelization and iteration, automation, generalization, and evaluation.

Despite an increasing consensus regarding the significance of properly identifying the most suitable clustering method for a given problem, a surprising amount of educational research, including both educational data mining (EDM) and learning analytics (LA), neglects this critical task. This shortcoming could in many cases have a negative impact on the prediction power of both the EDM and LA based approaches. To address such issues, this work proposes an evaluation approach that automatically compares several clustering methods using multiple internal and external performance measures on 9 real-world educational datasets of different sizes, created from the University of Tartu's Moodle system, to produce two-way clustering. Moreover, to investigate the possible effect of normalization on the performance of the clustering algorithms, this work performs the same experiment on a normalized version of the datasets. Since such an exhaustive evaluation includes multiple criteria, the proposed approach employs a multiple criteria decision-making method (i.e., TOPSIS) to rank the most suitable methods for each dataset. Our results reveal that the proposed approach can automatically compare the performance of the clustering methods and accordingly recommend the most suitable method for each dataset. Furthermore, our results show that in both normalized and nonnormalized datasets of different sizes with 10 features, DBSCAN and k-medoids are the best clustering methods, whereas agglomerative and spectral methods appear to be among the most stable and highly performing clustering methods for such datasets with 15 features. Regarding datasets with more than 15 features, OPTICS is among the top-ranked algorithms among the nonnormalized datasets, and k-medoids is the best among the normalized datasets. Interestingly, our findings reveal that normalization may have a negative effect on the performance of certain methods, e.g., spectral clustering and OPTICS; however, it appears to mostly have a positive impact on all of the other clustering methods.

Shifting learning to distant formats especially at the higher education level has been unprecedented during the past decade. Diverse digital learning media have been emerging which allow learner autonomy, and at the same time, require the ability of efficient regulation of various aspects of the learning process for sustainable academic progress. In this context, supporting students in self-regulated learning (SRL) in an optimal way becomes an important factor for their academic success. The present study attempts through a systematic review of 38 studies to provide an overview of the interventions identified as supporting all areas of SRL (metacognitive, cognitive, motivational and emotional), in its three phases (preparatory, performance, appraisal) in distance education environments at the higher education level. As the study results show, there are a number of SRL support interventions available with proven positive effect on SRL. However, their distribution has been found to be uneven. Whereas metacognition regulation and the performance phase of learning is vastly investigated, the emotion regulation, and the preparatory and appraisal phases of the SRL cycle are somewhat underexplored. As complex and multi-component as the process of SRL is, the combination of various interventions, and specific features, for more comprehensive support has also been found beneficial. Additionally, it has been revealed that the emotion regulation, in most cases, is closely related to motivation regulation, and similar interventions support these two. Future studies can further explore the efficiency and relevance of the identified interventions, taking closer look at the effects of various digital media, learner characteristics as well as different levels of education on learners’ self-regulation needs.

Uuring keskendus digipädevuse empiiriliselt eristatavate dimensioonide kirjeldamisele ja nende hindamiseks sobivate küsimuste leidmisele, tuginedes EU Kids Online’i küsitluse ja Eesti katselise digipädevuse tasemetöö andmetele. Kahe andmestiku põhjal eristati üheksa digipädevuse dimensiooni: digivahenditega operatsioonide tegemine, digimaailmas suhtlemine, digimaterjalide loomine, digisisu programmeerimine, hinnang digikeskkondades toimetulekule, võrdlev hinnang digipädevusele, digimaailmas seaduslik toimetamine, digimaailmas enese ja teiste kaitsmine ning digihoiakud. Dimensioonide eristamiseks loodud faktormudeleid iseloomustavad head sobitusastme näitajad ja mõõdukad korrelatsioonid faktorite vahel. Iga dimensiooni kirjeldamiseks leiti vähemalt kolm küsimust, mis sobivad ka uute küsimuste koostamise aluseks. Edasistes uuringutes on vaja hinnata 1) dimensioone tasakaalustatud arvu küsimustega ning 2) iga küsimuse keerukust ja õpilaste eristamise võimet. Summary

Eesti matemaatika e-tasemetööde eesmärk on hinnata matemaatika aineteemade õpitulemusi, aga ka matemaatikapädevust kui üldpädevust. Samas on töid koostades lähtutud ülesannete kategoriseerimisel aineteemadest ning puudub ülevaade, kuivõrd hästi võimaldavad e-tasemetööd hinnata matemaatikapädevuse kui üldpädevuse dimensioone. Siinses artiklis antakse ülevaade matemaatikapädevuse käsitustest ja analüüsitakse Eestis põhikooli II kooliastme matemaatika e-tasemetöid, lähtudes matemaatikapädevuse uurimisraamistikust. Tulemused näitasid, et 2020. aasta töös keskenduti kõigile kuuele alampädevusele, kõige enam protseduurilisele pädevusele ja kõige vähem arutluspädevusele. Varasemates töödes on aga osa alampädevusi jäänud hindamata. Samuti ilmnes, et vähe on tähelepanu hinnangu andmisel ning rohkem tõlgendamisel ja pädevuste kasutamisel. Uuringu tulemused aitavad avada matemaatikapädevust kui üldpädevust ning toetada pädevuse hindamist nii tasemetöödes kui ka õpetajate igapäevatöös. Summary

Digital competence for learning (skills, knowledge and attitudes needed for learning with digital devices) is a factor that affects the effectiveness of both the traditional and e-learning process. More specifically, technical competence is considered to be one of the four pillars of successful e-learning. Several studies show that in practice, digital technology has not always been used successfully, even in countries with very high digital readiness. Therefore, it is important to assess the different dimensions of digital competence for learning and analyse the interrelations between these dimensions in order to make suggestions for advancements. In our study, we applied a test with students from primary and lower secondary schools in Estonia to assess their digital competence for learning and used Structural Equation Modelling to understand how attitudes predict digital skills and knowledge that can be acquired in the individual and social settings. The findings confirm that only behavioural intention to use digital devices predicts the development of digital skills and knowledge. Moreover, some knowledge and skills acquired in the individual settings predict the development of knowledge and skills acquired in the social settings. The study provides researchers and practitioners with suggestions for improving the structure and quality of e-learning.

Siinses uuringus selgitasime, kas komplekssete probleemide lahendamise oskus on kirjeldatav ja arendatav matemaatilise, algoritmilise ja uurimusliku probleemilahendamise strateegiate põhjal. Esmalt kohandasime hindamisvahendid nende oskuste hindamiseks gümnaasiumis ning kirjeldasime 10. klassi õpilaste oskuste taset. Matemaatilisel probleemilahendamisel eristus kaks faktorit: probleemülesande lahendamise kavandamine ja lahendamine ning tulemuste tõlgendamine. Algoritmilisel probleemilahendamisel eristus üks üld- ja kaks spetsiifilist faktorit: algoritmiline mõtlemine ja mustrite äratundmine. Uurimuslikul probleemilahendamisel eristusid suunaseadmine, uurimine ja järeldamine. Kolm probleemide lahendamise strateegiat olid ühendatavad üheks tunnuseks, mida võib vaadelda komplekssete probleemide lahendamise oskusena. Summary

Eesti Haridusteaduste Ajakirja järjekordne erinumber keskendub üldpädevuste mõtestamisele, hindamisele ja arendamisele. Üldpädevused on juba pikemat aega kirjas Eesti põhikooli ja gümnaasiumi riiklikes õppekavades, kuid nende täpsemal määratlemisel, kirjeldamisel või taseme hindamisel ja seejärel üldpädevuste saavutamiseks sobivate tegevuste väljaarendamisel ja testimisel on veel palju uurida. Erinumbri artiklid kajastavad Eesti teadlaste uuringuid neil teemadel, aga toovad lugejateni ka essee sellest, kuidas matemaatika õppimine ja õpetamine vajaks ümbermõtestamist.

Hoolimata suurest hulgas maailmas korraldatud uuringutest ei ole kaasava hariduse kontseptsioon edukaks rakendamiseks piisavalt selge. Seetõttu tegime süstemaatilise kirjandusanalüüsi, et luua ülevaade kaasava hariduse definitsioonidest ja võtmetunnustest, mis toetaks selle rakendamist alushariduse tasemel. Selgus, et kaasava hariduse definitsioonis tuleks eristada selle filosoofilist ja praktilist olemust, mida kirjeldavad täpsemalt seitse aspekti. Nüüdisaegse kaasava hariduse rakendamisel olulised võtmetunnused alushariduse kontekstis on süstematiseeritavad 14 kategooria kaudu viiel tasandil: lapse, perekonna, õpetaja, institutsiooni ja riigi tasand. Definitsiooni ja võtmetunnuste alusel loodi mudel, millega toetada kaasava hariduse rakendamist eri poolte koostöös. Summary

La reflexión ha sido considerada como un proceso que conduce a un aprendizaje más profundo y a una estructura de conocimiento integrada. Varios estudios sostienen que la reflexión es más eficaz cuando reciben apoyo específico. El aprendizaje asistido por tecnología es reconocido como un facilitador efectivo que apoya el aprendizaje del estudiante. Este estudio, presenta una revisión de artículos de investigación que han introducido el tema del apoyo a la reflexión, en el contexto del aprendizaje asistido por tecnología en los últimos seis años (2007-2012). Se distinguen tres tipos de soporte: herramientas técnicas, herramientas técnicas con orientación predefinida, y herramientas técnicas con interacción humana guiada. La mayoría de los artículos analizados se basaron en evidencia empírica sobre la efectividad del apoyo a la reflexión. Algunos artículos sólo dieron una discusión argumentativa para justificar como la reflexión debe ser apoyada. Se demostró que todos estos tipos de apoyo podrían tener un efecto positivo en la reflexión; Sin embargo, no todos los estudios encontraron efectos positivos.

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term ‘multilingual’ is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.

The emergency caused by COVID-19 and the transition to distance learning has made teachers face novel decision-making situations. As the teachers’ pedagogical decisions have an impact on the students’ learning experience, the aim of this study was to describe and explain what influenced the teachers’ teaching-related decisions and how these decisions were reflected in the teaching process during distance learning. The study was based on semi-structured interviews with 16 Estonian basic school science teachers. The data were analyzed using qualitative thematic analysis. The results show that teachers’ teaching-related decisions were influenced by factors that were related to the existence of digital tools as well as to the ability to use them purposefully in the home settings of teachers and students. Teachers’ teaching decisions were mostly motivated by short-term goals, such as maintaining students’ social interaction and supporting student motivation. The desire of teachers to keep students’ and teachers’ own workload affordable was also considered as a factor influencing teachers’ teaching-related decisions. According to the interviews, the switch of focus to workload and well-being and valuing socialization and student motivation over subject matter competences seems to be unique for this new situation.

Teacher agency has been explored in many studies in different contexts, however research on supporting agency is somewhat limited. In this study, we aimed to support teacher agency in a collaborative inquiry-based in-service course developed based on the ecological model of teacher agency and earlier empirical studies. We conducted a study among 57 course participants to explore the potential impact of the course on participants' agency and investigated which role the motives to join the course had on participants' agency dynamics. Data were collected with questionnaires. The results showed that participants' agency was supported to some degree during the collaborative inquiry-based in-service training course, teachers' motives to join the course were somewhat related to professional agency dynamics.

School leaders have an important role in supporting implementation of inclusive education practices in schools. Therefore, it is necessary to understand how school leaders' attitudes towards inclusive education are formed. We used the Attitudes Toward Inclusive Education Scale that was developed to measure different facets of attitudes towards inclusive education "for all" students. The instrument was completed by 301 school leaders in Estonia. Three factors describing attitudes in facets of inclusive education practices, vision, and supports were distinguished. Structural Equation Modelling revealed that school leaders' practices towards implementing inclusive education approaches are driven more strongly by their vision than the support available to them, although both aspects have a significant effect on their attitudes towards these practices. However, participation in in-service courses focusing on inclusive education and working as a school leader in a special school had negative association with school leaders' attitudes towards inclusive education practices.

Estonia has since the liberation from the Soviet Union in 1991 successfully branded itself as a digital society and an education nation. This transformation builds on a "sociotechnical imaginary" where the progression of learning and the advancement of future citizens is postulated by a restructuring of the classroom through digital solutions. In this case study, we look at a prototype of a future classroom that was set up at the Estonian pavilion at the world fair EXPO 2020 in Dubai, as part of a nation branding process, promoting the nation's educational system and prosperous ed-tech sector. The future classroom was promoted using slogans and futuristic visuals that targeted foreign investors and policy makers, in a way that suggested that the anticipated digital future already exists in Estonia, and therefore, is available for foreign investment, while at the same time connecting to a national and historical narrative of Estonia as part of the European cultural sphere.

The educational potential of video is a long-lasting, multi-faceted topic, and the affordances of technological advancement have recently revitalised this discussion. However, teachers are still far from competently integrating or becoming accustomed to video-based pedagogy, especially in collaborative pedagogy. To provide teachers and teacher educators with sound principles for implementing video-supported collaborative learning (VSCL), this contribution analyses 12 VSCL case studies by five teacher-education institutions. The analysis verifies the benefits of a VSCL pedagogy for learning, and on this basis, we propose a pedagogical model for effective VSCL and a related instructional design tool. We also discuss implications for practice and research.

A systematic review of the potential of implementing augmented reality (AR) in inquiry-based learning was conducted. We considered the purposes, potential advantages, application characteristics and the effects of using AR in inquiry-based learning. The findings reveal that AR, in the context of inquiry-based learning, is mostly implemented successfully to achieve cognitive and, less often, motivational and emotional learning goals. The AR solutions have mainly been applied in the Conceptualization phase and less in the Investigation phase. The affordances of AR in the Orientation, Conclusion and Discussion phases need to be applied in further studies.

Springeri kirjastuse raamat "New developments in science and technology education" ("Uued suundumused loodusteaduslikus ja tehnoloogiahariduses") ilmus 2016. aastal raamatusarja "Innovations in science education and technology" ("Innovatsioon loodusteaduslikus hariduses ja tehnoloogias") 23. väljaandena. Raamat võtab kokku 17 teadlaste kollektiivi viimaste aastate tööd ja pakub head ülevaadet käsitlustest, mille alusel saab arendada õpetajakoolitust ülikoolides, riiklikke üldhariduskoolide õppekavasid, loodusteaduste ja tehnoloogiaainete õppimisel kasutatavaid meetodeid ning võtta kasutusele uusi lahendusi, mis toetavad nüüdisaegsete õpieesmärkide saavutamist. Viimased on mõjutatud eelkõige uurimuslikule õppele omaste ideede levikust.

Ligikaudu kümme aastat on nn Rocardi raporti "Science education now: A renewed pedagogy for the future of Europe" avaldamisest saadik olnud loodusteaduslik ja matemaatikaharidus Euroopa Liidus varasemast suurema tähelepanu all. Selle eesmärk on suurendada loodusteadustes, inseneri- ja matemaatikavaldkonnas karjääri valivate inimeste hulka, et tagada liikmesriikide areng neile erialadele tugineva innovatsiooni kaudu. Ka Euroopa Komisjoni hiljutises raportis "Science education for responsible citizenship" (2015) rõhutatakse, et tulevikusuundumused eeldavad kõigi ühiskonnaliikmete senisest paremat arusaamist loodusteadustest ja tehnoloogiast, et tagada nende aktiivne ja vastutustundlik osalemine otsustusprotsessis ja teadmistepõhises innovatsioonis. Muutus algab aga koolist, kus tuleb senisest enam pöörata tähelepanu loodusteadusliku-tehnoloogiaalase kirjaoskuse kõrgematele tasemetele.

Nutiseadmeid kasutatakse sageli igapäevaelus, kuid ei ole teada, mil viisil ja kui laialdaselt rakendatakse neid õppimise eesmärgil. Selle väljaselgitamiseks korraldati ülevaateuuring, milles osales 3521 õpilast 6. ja 9. klassist. DIGCOMPi raamistikust lähtudes hindasid õpilased, kui sageli nad kasutavad nutiseadmeid õppimiseks loodusainetes ja matemaatikas. Õpilased jagati hierarhilise klasteranalüüsi abil viide rühma: sünnipärased digikodanikud, infoinimesed, suhtlevad infoinimesed, loomeinimesed ja nutiseadmete mittekasutajad. Neist nelja esimese profiilid iseloomustavad eri viisil nutiseadmete kasutajaid, keda on kokku ligikaudu pool valimisse kuulunud õpilastest. Teise poole moodustavad nutiseadmete mittekasutajad, kelle seas saab eristada täpsemaid alarühmi (kokku 11). Alarühmade võrdlemine võimaldab kavandada viise, kuidas kujundada nutiseadmete kasutamise harjumust. Samuti ilmneb uurimistulemustest, et 6. ja 9. klassi õpilased ning poisid ja tüdrukud kuuluvad eri rühmadesse erineva tõenäosusega. Summary

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. However, 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.