Ausgabe 2/2022
Inhalt (11 Artikel)
Open Access
Teachers’ Disciplinary Boundedness in the Implementation of Integrated Computational Modeling in Physics
Rebecca Vieyra, Joshua Himmelsbach
Open Access
Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?
Natasha Dmoshinskaia, Hannie Gijlers, Ton de Jong
Using Reverse Engineering to Enhance Ninth-Grade Students’ Understanding of Thermal Expansion
Luecha Ladachart, Jaroonpong Cholsin, Sawanya Kwanpet, Ratree Teerapanpong, Alisza Dessi, Laksanawan Phuangsuwan, Wilawan Phothong
Comparing Middle School Students’ Science Explanations During Physical and Virtual Laboratories
Dana Gnesdilow, Sadhana Puntambekar
Open Access
Student Primary Teachers’ Knowledge and Attitudes Towards Biotechnology—Are They Prepared to Teach Biotechnological Literacy?
Marina Casanoves de la Hoz, Anna Solé-Llussà, Juan Haro, Niklas Gericke, Cristina Valls
Open Access
Supporting Student System Modelling Practice Through Curriculum and Technology Design
Tom Bielik, Lynn Stephens, Cynthia McIntyre, Daniel Damelin, Joseph S. Krajcik
Correction
Correction to: Supporting Student System Modelling Practice Through Curriculum and Technology Design
Tom Bielik, Lynn Stephens, Cynthia McIntyre, Daniel Damelin, Joseph S. Krajcik
“Because Subjects Don’t Exist in a Bubble”: Middle School Teachers Enacting an Interdisciplinary Curriculum
Michael Cassidy, Gillian Puttick
Open Access
Self-directed Science Learning During COVID-19 and Beyond
Libby Gerard, Korah Wiley, Angela Haydel Debarger, Sarah Bichler, Allison Bradford, Marcia C. Linn
The Mechanism of Influence Between ICT and Students’ Science Literacy: a Hierarchical and Structural Equation Modelling Study
Qing Guo, CuiLan Qiao, Bashirah Ibrahim