Zhang, M., Parker, J., Koehler, M. J., & Eberhardt, J. (2015). Understanding inservice science teachers’ needs for professional development. Journal of Science Teacher Education, 26(5), 471-496. https://dx.doi.org/10.1007/s10972-015-9433-4 Abstract: “Prior research has mainly focused on what makes professional development effective from the program design perspective. However, there is a lack of…
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Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Campbell, C. (2015). Teacher education students using TPACK in science: A case study. Educational Media International. Advance online publication. https://dx.doi.org/10.1080/09523987.2015.1075104 Abstract: “Teacher education is in the grip of change. Due to the new Australian Curriculum, no longer is it possible to…
Comments closedChen, Y., Jang, S., & Chen, P. (2015). Using wikis and collaborative learning for science teachers’ professional development. Journal of Computer Assisted Learning, 31(4), 330-344. https://dx.doi.org/10.1111/jcal.12095 Abstract: “Wiki bears great potential to transform learning and instruction by scaffolding personal and social constructivism. Past studies have shown that proper application of wiki benefits…
Comments closedAlsultan, J. A. (2021). Saudi high school science teachers’ perceptions towards the integration of digital game-based learning into their teaching practice (Publication No. 28643346) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations & Theses Global. Abstract: “The switch to distant learning due to the COVID-19 pandemic demanded an immediate adaptation…
Comments closedMalope, M. L. (2021). Comparing the technological pedagogical content knowledge-practical proficiency of novice and experienced life sciences teachers (Publication No. 28935414) [Master’s thesis, University of Johannesburg]. ProQuest Dissertations & Theses Global. Abstract: “Teachers strive to make teaching and learning meaningful for learners by integrating technology during their classroom practice. It…
Comments closedFlores, G. T., & Sabado, C. Q. (2023). Science teachers’ technological pedagogical and content knowledge (TPACK) and implementation capacity for distance learning modalities. International Journal of Membrane Science and Technology. Advance online publication. https://www.cosmosscholars.com/phms/index.php/ijmst/article/view/1381 Abstract: “The primary aim of this study is to determine the teachers’ Technological Pedagogical and Content…
Comments closedTan, S. C., Teo, T. W., & Tsai, C.-C. (2022). Digital technologies and professional learning of science teachers: A technological pedagogical content knowledge (TPACK) perspective. In J. A. Luft & M. G. Jones (Eds.), Handbook of research on science teacher education (pp. 313-324). Taylor and Francis. https://doi.org/10.4324/9781003098478-27 Abstract: “The application…
Comments closedSastria, E. (2023). Indonesian pre-service and in-service science teachers’ TPACK level. International Journal of Biology Education Towards Sustainable Development, 3(1), 1-15. https://doi.org/10.53889/ijbetsd.v3i1.143 Abstract: “This current study aimed to examine the levels of TPACK among pre-service and in-service science teachers, including several influencing factors such as gender, status, and age. Through…
Comments closedMacLeod, K., Kraglund-Gauthier, W. L., & Griffiths, G. (2022). The efficacy of online games for teaching ocean literacy in Nova Scotia: Results from a pilot study. In M. Jacobsen & C. Smith (Eds.), Online learning and teaching from kindergarten to graduate school (pp. 526-553). Canadian Association for Teacher Education (CATE).…
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