Cui, J. (2020). Science teachers’ instructional design practices for a bring-your-own-device (BYOD) environment in New Zealand secondary schools [Doctoral dissertation, University of Auckland]. University of Auckland Research Repository. https://researchspace.auckland.ac.nz/handle/2292/54062 Abstract: “An increasing number of New Zealand schools have introduced and implemented bring-your-own-device (BYOD) initiatives, a significant trend in New Zealand education. A considerable…
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Wilujeng, I., Tadeko, N., Dwandaru, W. S. B. (2020). Website-based technological pedagogical and content knowledge for learning preparation of science teachers. Cakrawala Pendidikan, 39(3), 545-559. https://doi.org/10.21831/cp.v39i3.31228 Abstract: “This study produces technological pedagogical and content knowledge (TPACK) instruments, which conventionally use print modules. The aims of this study were 1) to develop appropriate website-based…
Comments closedWalan, S. (2020). Embracing digital technology in science classrooms- secondary school teachers’ enacted teaching and reflections on practice. Journal of Science Education and Technology, 29, 431-441. https://doi.org/10.1007/s10956-020-09828-6 Abstract: “The aim of this case study was to investigate what happens in science classrooms when teaching is almost entirely based on the use of digital technology.…
Comments closedTerra, I. W. A., Ridlo, Z. R., Indrawati, & Hidayah, S. (2020). Differentiation between TPACK level in junior and senior pre-service teachers to design science lessons. Journal of Physics: Conference Series, 1563(012061). https://doi.org/10.1088/1742-6596/1563/1/012061 Abstract: “Technological development provides enormous opportunities for efficient and active learning. Advance in technology-based learning should be inline with the…
Comments closedSumi, V. S., & Shaikh, S. A. (2021). Pedagogical use of ICT in science education in the light of techno pedagogical content knowledge (TPCK). Online Journal of Distance Education and e-Learning, 9(1), 156-161. http://www.tojdel.net/journals/tojdel/articles/v09i01/v09i01-16.pdf Abstract: “To improve the opportunities for learning, a classroom is now turned into a well-resourced smart classroom. Integrating technology into teaching-learning maximize students’ understanding of the related concepts and therefore makes it concrete. Researchers found that meaningful learning takes place where there is engagement from the part…
Comments closedBaşaran, B. (2020). Investigating science and mathematics teacher candidate’s perceptions of TPACK-21 based on 21st century skills. Elementary Education Online, 19(4), 2212-2226. https://doi.org/10.17051/ilkonline.2020.763851 Abstract: “Twenty-first century teachers are expected to have the ability to benefit from collaboration, problem solving, creative and innovative thinking, information and communication technology (ICT) applications. Teachers…
Comments closedStewart, N. (2018). The design and development of e-textbooks to support problem-based learning in secondary school science classrooms. (Doctoral thesis, University of Notre Dame Australia, Freemantle, Australia). Retrieved from https://researchonline.nd.edu.au/theses/205/ Abstract: “Problem-based Learning (PBL) is widely used in education and extensive research has been conducted into the use of PBL to improve…
Comments closedJensen, D. C. (2019). A quasi-experimental examination of digital literacy and achievement of learning objectives in online versus traditional labs (Publication No. 13857617) [Doctoral dissertation, Northcentral University]. Available from ProQuest Dissertations and Theses Global database. Abstract: “Laboratory work is considered a fundamental component of the learning process in a science course, enabling…
Comments closedOcak, C., & Baran, E. (2019). Observing the indicators of technological pedagogical content knowledge in science classrooms: Video-based research. Journal of Research on Technology in Education, 51(1), 43–62. https://doi.org/10.1080/15391523.2018.1550627 Abstract: “The purpose of the study was to observe the indicators of science teachers’ technological pedagogical content knowledge (TPACK) using a…
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