Ausgabe 5/2022
Inhalt (11 Artikel)
Disrupted Lessons in Engineering Robotics: Pivoting Knowledge Transfer From Physical to Virtual Learning Environments
Tanya Chichekian, Joel Trudeau, Tawfiq Jawhar
Epidemiology in Middle School Science Curricula: a COVID-19 Pre–post Intervention
Amani Khalaf H. Alghamdi, Kholoud S. Al Ghamdi, Sun Young Kim
Systematic Review: Flipped Classrooms in the Performance of Undergraduate Science Students
Natalia Serrano Amarilla, María José Cuetos Revuelta, Ana Isabel Manzanal Martínez
The Affordances of Minecraft Education as a Game-Based Learning Tool for Atomic Structure in Junior High School Science Education
Mahlatse Nkadimeng, Piet Ankiewicz
Exploring the Effectiveness and Moderators of Augmented Reality on Science Learning: a Meta-analysis
Wen-Wen Xu, Chien-Yuan Su, Yue Hu, Cheng-Huan Chen
Addressing Gender Bias in STEM Graduate and Post-graduate Students Using Equity in STEM for All Genders Course
Stephanie N. Knezz, Evava S. Pietri, Donald L. Gillian-Daniel
Interest in Educational Data and Barriers to Data Use Among Massive Open Online Course Instructors
Maya Usher, Arnon Hershkovitz
Open Access
Supporting Teachers to Customize Curriculum for Self-Directed Learning
Libby Gerard, Allison Bradford, Marcia C. Linn
Understanding Complex Ecosystems Through an Agent-Based Participatory Watershed Simulation
Soojeong Jeong, Jennifer B. Elliott, Zhang Feng, David F. Feldon