Mohamed, M. E. I. M. (2016). The impact of science teachers’ metacognition on their planning choice of technology-mediated inquiry-based activities (Doctoral dissertation, University of Ottawa, Ottawa, Canada). Retrieved from https://ruor.uottawa.ca/handle/10393/35229 Abstract: “This study investigated the conditions for developing science teachers’ Technological Pedagogical Content Knowledge (TPACK). It also explored the opportunities offered by two…
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