Ausgabe 5/2019
Inhalt (12 Artikel)
Experiences on the Design, Creation, and Analysis of Multimedia Content to Promote Active Learning
Raúl Rengel, Elena Pascual, Ignacio Íñiguez-de-la-Torre, María J. Martín, Beatriz G. Vasallo
Exploring the Values Undergraduate Students Attribute to Cross-disciplinary Skills Needed for the Workplace: an Analysis of Five STEM Disciplines
Gili Marbach-Ad, Carly Hunt, Katerina V. Thompson
Wearable Textiles to Support Student STEM Learning and Attitudes
Gwen Nugent, Bradley Barker, Houston Lester, Neal Grandgenett, Dagen Valentine
Caught on Camera: Youth and Educators’ Noticing of and Responding to Failure Within Making Contexts
Amber Simpson, Alice Anderson, Adam V. Maltese
“I’m a Computer Scientist!”: Virtual Reality Experience Influences Stereotype Threat and STEM Motivation Among Undergraduate Women
Christine R. Starr, Barrett R. Anderson, Katherine A. Green
Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions
Winnie Wing Mui So, Yu Chen, Zhi Hong Wan
Timing of Homework Completion vs. Performance in General Chemistry
Mario N. Cosio, Vickie M. Williamson
The Science Teacher Identity and the Use of Technology in the Classroom
Antoni Badia, Silvia Iglesias
Virtual Reality Simulations and Writing: a Neuroimaging Study in Science Education
Richard L. Lamb, Elisabeth Etopio
Using Epistemic Network Analysis to Examine Discourse and Scientific Practice During a Collaborative Game
Denise M. Bressler, Alec M. Bodzin, Brendan Eagan, Sara Tabatabai
Open Access
Measuring Quality Technology Integration in Science Classrooms
Caroline E. Parker, Cathlyn D. Stylinski, Christina R. Bonney, Jacqueline DeLisi, Joseph Wong, Cassie Doty
Investigating the Relations Among Pre-Service Teachers’ Teaching/Learning Beliefs and Educational Technology Integration Competencies: a Structural Equation Modeling Study
Eralp Bahcivan, M. D. Gurer, N. Yavuzalp, S. Akayoglu