Issue 5/2015
Content (14 Articles)
Students’ Attitudes Toward Gene Technology: Deconstructing a Construct
Grant E. Gardner, Angelique Troelstrup
A Thematic Review of Interactive Whiteboard Use in Science Education: Rationales, Purposes, Methods and General Knowledge
Ummuhan Ormanci, Salih Cepni, Isa Deveci, Ozhan Aydin
College Students Constructing Collective Knowledge of Natural Science History in a Collaborative Knowledge Building Community
Huang-Yao Hong, Ching Sing Chai, Chin-Chung Tsai
Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies
Todd Campbell, Max L. Longhurst, Shiang-Kwei Wang, Hui-Yin Hsu, Dan C. Coster
Technology-Enhanced Physics Programme for Community-Based Science Learning: Innovative Design and Programme Evaluation in a Theme Park
Siew Wei Tho, Ka Wing Chan, Yau Yuen Yeung
Training to Use the Scientific Method in a First-Year Physics Laboratory: A Case Study
Ane Sarasola, Jose Félix Rojas, Ana Okariz
Comparing Virtual and Physical Robotics Environments for Supporting Complex Systems and Computational Thinking
Matthew Berland, Uri Wilensky
Integrating Science and Technology: Using Technological Pedagogical Content Knowledge as a Framework to Study the Practices of Science Teachers
Rose M. Pringle, Kara Dawson, Albert D. Ritzhaupt
Charge It! Translating Electric Vehicle Research Results to Engage 7th and 8th Grade Girls
Ona Egbue, Suzanna Long, Ean-Harn Ng
The Effect of Online Collaboration on Adolescent Sense of Community in Eighth-Grade Physical Science
Jillian L. Wendt, Amanda J. Rockinson-Szapkiw
Cognitive Dissonance as an Instructional Tool for Understanding Chemical Representations
David Corradi, Geraldine Clarebout, Jan Elen
Scientific Inquiry Self-Efficacy and Computer Game Self-Efficacy as Predictors and Outcomes of Middle School Boys’ and Girls’ Performance in a Science Assessment in a Virtual Environment
Bradley W. Bergey, Diane Jass Ketelhut, Senfeng Liang, Uma Natarajan, Melissa Karakus
Can Dynamic Visualizations with Variable Control Enhance the Acquisition of Intuitive Knowledge?
Astrid Wichmann, Sebastian Timpe