Aydin, M., & Acik, F. (2018). Investigation of pedagogical content knowledge of Turkish foreign language teacher candidates oriented instructional strategies. Universal Journal of Educational Research, 6(12), 2807–2814. doi:10.13189/ujer.2018.061214 Abstract: “The aim of this study is to determine the pedagogical content knowledge of Turkish teacher candidates for instructional strategies while teaching Turkish as a…
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Appiah, S. (2018). Religious and moral education (RME) teachers’ technological content knowledge base impact on students in junior high schools in Ghana. International Journal of Multidisciplinary Research and Studies, 1(3), 241–257. Retrieved from http://ijmras.com/index.php/IJMRAS/article/view/40 Abstract: “Religious and Moral Education (RME) is an indispensable subject in the Ghanaian educational enterprise. The study was conducted…
Comments closedAlizadeh-Jamal, M., Shahvarani, A., Iranmanesh, A., & Tehranian, A. (2018). A study on the changes on teachers’ knowledge and beliefs after a workshop based on mathematics education software, by relying on Fuzzy analysis. PNA, 13(1), 19–40. Retrieved from http://digibug.ugr.es/handle/10481/53994?locale-attribute=en Abstract: “In this paper, the effect of holding a math training workshop using GeoGebra…
Comments closedAlabassi, D. (2018). The design and application of a digital storytelling process model to enhance teachers’ understanding of TPACK and foster positive attitudes toward teaching with technologies. International Journal of Technology Enhanced Learning, 10(4), 309–328. https://doi.org/10.1504/IJTEL.2018.095142 Abstract: “The study seeks to investigate teachers’ perceptions of the process of creating digital stories using a…
Comments closedAdulyasas, L. (2018). Fostering pre-service mathematics teachers’ technological pedagogical content knowledge (TPACK) through the learning community. Journal of Physics: Conference Series, 1097, 1–9. https://doi.org/10.1088/1742-6596/1097/1/012094 Abstract: “Technological Pedagogical Content Knowledge (TPACK) is one of the major framework for assessing the knowledge of a teacher in integrating appropriate technology with pedagogy in the teaching content…
Comments closedYun, E. (2020). Review of trends in physics education research using topic modeling. Journal of Baltic Science Education, 19(3), 388–400. https://doi.org/10.33225/jbse/20.19.388 Abstract: “For both physicists who teach students in university and physics educators, how physics should be taught is a vital question. This study reviewed the trends of research in the field of…
Comments closedYanış, H., & Yürük, N.(2020): Development, validity, and reliability of an educational robotics based technological pedagogical content knowledge self-efficacy scale. Journal of Research on Technology in Education, 53(4), 375-403. https://doi.org/10.1080/15391523.2020.1784065 Abstract: “The integration of technology into science teaching by pre-service science teachers and their self-efficacy in using technology in their teaching practices…
Comments closedYani, A., Ruhimat, M., & Mulyadi, A. (2021). The effect of TPACK framework on inquiry process: A study of geographic subject. IOP Conference Series: Earth and Environmental Science, 683(2021), 012027. https://iopscience.iop.org/article/10.1088/1755-1315/683/1/012027/meta Abstract: “The inquiry process constitutes one of the essential process in the learning process. Learners gain knowledge through the inquiry process to…
Comments closedYang, T., & Gunn, C. (2020). Understanding kindergarten teachers’ perceptions of the use of touchscreen technologies: An exploratory study in mainland China. E-Learning and Digital Media, 0(0). https://doi.org/10.1177/2042753020980120 Abstract: “Touchscreen technologies have become an important part of many young children’s lives. While kindergarten teachers’ perceptions of the use of touchscreen devices…
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