Ausgabe 4/2019
Inhalt (12 Artikel)
A Student-Choice Model to Address Diverse Needs and Promote Active Learning
Travis R. McDowell, Emmalou T. Schmittzehe, Amanda J. Duerden, Dan Cernusca, Harvest Collier, Klaus Woelk
Investigating Students’ Conceptions of Technology-Assisted Science Learning: a Drawing Analysis
Heng-Yi Yeh, Yu-Hsiang Tsai, Chin-Chung Tsai, Hsin-Yi Chang
Using Technology-Enhanced Inquiry-Based Instruction to Foster the Development of Elementary Students’ Views on the Nature of Science
Jennifer Schellinger, Anne Mendenhall, Nicole Alemanne, Sherry A. Southerland, Victor Sampson, Paul Marty
Virtual Reality Simulation: Effects on Academic Performance Within Two Domains of Writing in Science
Richard L. Lamb, Elisabeth Etopio, Brian Hand, Sae Yeol Yoon
The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics
Alejandra J. Magana, Sindhura Elluri, Chandan Dasgupta, Ying Ying Seah, Aasakiran Madamanchi, Mireille Boutin
Children’s and Adolescents’ Specific Interest in Science and Technology, Participation in Out-of-School Activities and Inclination to Become Scientists
María José Rochera, Iris Merino, Judith Oller, César Coll
Open Access
Collection-Based Education by Distance and Face to Face: Learning Outcomes and Academic Dishonesty
Andrea Lucky, Marc Branham, Rachel Atchison
Using the S-STEM Survey to Evaluate a Middle School Robotics Learning Environment: Validity Evidence in a Different Context
Wenjing Luo, Hsin-Ro Wei, Albert D. Ritzhaupt, A. Corinne Huggins-Manley, Christina Gardner-McCune