Ausgabe 1/2021
Inhalt (10 Artikel)
Open Access
Computer-Based Classification of Preservice Physics Teachers’ Written Reflections
Peter Wulff, David Buschhüter, Andrea Westphal, Anna Nowak, Lisa Becker, Hugo Robalino, Manfred Stede, Andreas Borowski
Virtual Laboratories in Undergraduate Science and Engineering Courses: a Systematic Review, 2009–2019
Shalaunda M. Reeves, Kent J. Crippen
A Comparison of the Effects of Two Different Online Homework Systems on Levels of Knowledge Retention in General Chemistry Students
Leena Nabulsi, Amy Nguyen, Oluwatobi Odeleye
Open Access
Working Together: Integrating Computational Modeling Approaches to Investigate Complex Phenomena
Tom Bielik, Ehud Fonio, Ofer Feinerman, Ravit Golan Duncan, Sharona T. Levy
A Combined Strategy of Additive Manufacturing to Support Multidisciplinary Education in Arts, Biology, and Engineering
Henry A. Colorado, David E. Mendoza, Fernando L. Valencia
An Outdoor Project-Based Learning Program: Strategic Support and the Roles of Students with Visual Impairments Interested in STEM
Garrison Tsinajinie, Sevgi Kirboyun, Sunggye Hong
Student Perceptions Using Augmented Reality and 3D Visualization Technologies in Chemistry Education
Maryam Abdinejad, Borzu Talaie, Hossain S. Qorbani, Shadi Dalili
Comparing Learning Outcomes and Satisfaction of an Online Algebra-Based Physics Course with a Face-to-Face Course
Elmar Bergeler, Michelle F. Read
The Effect of a Pedagogical STEAM Model on Students’ Project Competence and Learning Motivation
Chien-Liang Lin, Chun-Yen Tsai
Open Access
Zooming in Time—Exploring Students’ Interpretations of a Dynamic Tree of Life
Jörgen Ingemar Stenlund, Konrad Janek Schönborn, Lena Anna Elisabet Tibell