Hasanah, D., Prihatni, Y., Lisdayanti, L., & Purwanto, J. (2023). How did problem-based learning with the TPACK approach (PBL-TPACK) enhance physics learning outcomes? Journal of Physics Education Research and Studies, 10(2), 36-45. https://doi.org/10.12928/jrkpf.v10i2.543 Abstract: “This study aimed to determine the average score category of students’ physics learning outcomes and the…
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Hu, C.-C., Yeh, H.-C., & Chen, N.-S. (2023). Teacher development in robot and IoT knowledge, skills, and attitudes with the use of the TPACK-based support-stimulate-seek approach. Interactive Learning Environments, 31(9), 5811-5830. https://doi.org/10.1080/10494820.2021.2019058 Abstract: “In-service teachers’ professional development regarding technology adoption in education is often focused on only one specific technology.…
Comments closedDuan, C., & Jiao, J. (2023). An exploration of the current state of research related to open education practices—A visual analysis based on CiteSpace. In A.W.B. Tso, W.W.L. Chan, S.K.K. Ng, T.S. Bai, & N.P.K. Lo (Eds.), Critical reflections on ICT and education: Selected papers from the HKAECT international conference…
Comments closedCui, Y., & Zhang, H. (2021). Educational neuroscience training for teachers’ technological pedagogical content knowledge construction. Frontiers in Psychology, 12, Article 792723. https://doi.org/10.3389/fpsyg.2021.792723o Abstract: “The attention to the laws of the brain and the mechanism of learning in the smart education era becomes the starting point for the convergence and…
Comments closedChai, C. S., Jong, M., Yin, H., Chen, M., & Zhou, W. (2019). Validating and modelling teachers’ technological pedagogical content knowledge for integrative science, technology, engineering and mathematics education. Journal of Educational Technology & Society, 22(3), 61–73. https://www.jstor.org/stable/2689671 Abstract: “The integrative approach of teaching Science, Technology, Engineering and Mathematics (STEM)…
Comments closedAdegbenro, B. J., & Gumbo, T. M. (2015). Exploring the conceptual relationship between teachers’ procedural functional knowledge and pedagogical content knowledge. South African Journal of Higher Education, 29(5), 29-47. https://hdl.handle.net/10520/EJC182519 Abstract: “This article reports on a study that was designed to formally explore the relationship between procedural functional knowledge (PrFK)…
Comments closedAbu-Elwan, R. (2019). The development of TPSM for future mathematics candidates in SQU. International Electronic Journal of Mathematics Education, 14(3), 467-473. https://doi.org/10.29333/iejme/5749 Abstract: “Mathematics Teacher Preparation Programs increasingly include a focus on the use of technology for teaching school mathematics. A key feature in this approach to prepare teachers to…
Comments closedKarakaya Özyer, K., (2024). Online assessment in Turkish universities: Challenges, strategies, and self-efficacy dynamics. Journal of Social Studies Education Research,15(1), 1-37. https://jsser.org/index.php/jsser/article/view/5573 Abstract: “The study aims to assess online assessment practices in a public university, addressing questions about self-efficacy levels, tools used, challenges faced, and proposed solutions. The chosen methodology employs…
Comments closedKöymen, D. N. (2023). Pedagogical takeaways of middle school mathematics teachers after emergency remote teaching experiences due to COVID-19 (Publication No. 107752) [Master’s thesis, Middle Eastern Technical University]. OpenMETU. https://hdl.handle.net/11511/107752 Abstract: “This study investigated the pedagogical takeaways of middle school mathematics teachers after their experiences in the emergency remote teaching…
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