Clemmons, K., & Sheehy, C. (2011). Science, Technology and YA lit: Three projects to develop environmental consciousness through reading and technology. The Science Teacher, 78(7), 42-45. Abstract: “Science teachers today need engaging projects to help students build 21st-century skills (NSTA 2011). Contemporary young adult literature (YA lit) can form the…
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Gillow-Wiles, H. (2012). Engagement in a community of learners as a mediating agent toward the construction of Technological Pedagogical Content Knowledge (TPACK) in an online master’s program (Publication No. 3493202) [Doctoral dissertation, Oregon State University]. ProQuest Dissertations & Theses Global. Abstract: “This study investigates how teachers develop and extend their…
Comments closedNiess, M., & Gillow-Wiles, H. (2013). Advancing K-8 teachers’ STEM education for teaching interdisciplinary science and mathematics with technologies. Journal of Computers in Mathematics and Science Teaching, 32(2), 219-245. https://www.learntechlib.org/primary/p/39518/ Abstract: “This primarily online Master’s degree program focused on advancing K-8 teachers’ interdisciplinary mathematical and science content knowledge while integrating…
Comments closedHubber, P., & Loong, E. (2013). Increasing learner engagement of learning technologies and science TPACK through representational challenges. In C. Wankel, & P. Blessinger (Eds.) Increasing student engagement and retention in e-learning environments: Web 2.0 and blended learning technologies (pp. 83-112). Emerald Group Publishing Limited. http://doi.org/10.1108/S2044-9968(2013)000006G006 Abstract: “There have been…
Comments closedCampbell, T., & Abd-Hamid, N. (2013). Technology use in science instruction (TUSI): Aligning the integration of technology in science instruction in ways supportive of science education reform. Journal of Science Education & Technology, 22(4), 572-588. https://doi.org/10.1007/s10956-012-9415-7 Abstract: “This study describes the development of an instrument to investigate the extent to…
Comments closednetworked inquiry learning in science: Looking back and moving forward. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge (pp. 193-207). New York: Springer. https://doi.org/10.1007/978-1-4899-8080-9_9 Abstract: “The notion that teachers and students can incorporate digital technology to support science investigations and enhance learning experiences has received considerable interest…
Comments closedWahyudi, Winanto, A., & Relmasira, S. C. (2015). Developing teaching and learning model with TPACK framework and blended learning content for science and mathematics in elementary school teacher education program. Online International Interdisciplinary Research Journal, 5(1), 36-43. https://www.oiirj.org/oiirj/jan-feb2015/04.pdf Abstract: “The aim of this research is to develop teaching and learning…
Comments closedSheffield, R. S. & McIlveny, L. (2014). Design and implementation of scientific inquiry using technology in a teacher education program. International Journal of Innovation in Science and Mathematics Education, 22(6), 46-60. https://openjournals.library.sydney.edu.au/CAL/article/view/7560 Abstract: “Two hundred and fifteen pre-service teachers engaged in a scientific inquiry unit in the newly created Bachelor of…
Comments closedChien, Y.-T., & Chang, C.-Y. (2015). Developing preservice teachers’ sensitivity to the interplay between subject matter, pedagogy, and ICTs. In Y.-S. Hsu (Ed.), Development of science teachers’ TPACK (pp. 91–104). Springer. Abstract: “Mishra and his colleagues’ notion of technological pedagogical content knowledge (TPCK, renamed as TPACK in Thompson AD, Mishra…
Comments closedHsu, Y-S. (Ed.) (2015). Development of science teachers’ TPACK. Springer. Abstract: “The Science Education Center at National Taiwan Normal University has been exploring topics of science teaching and learning and designing technology-enabled science instruction for years. With these longitudinally academic research endeavors, the Center received grants from the Aim for…
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