Ausgabe 6/2021
Inhalt (10 Artikel)
Investigating the Links Between Students’ Learning Engagement and Modeling Competence in Computer-Supported Modeling-Based Activities
Ya-Joe Wang, Silvia Wen-Yu Lee, Chen-Chung Liu, Pai-Chuan Lin, Cai-Ting Wen
Open Access
“Feeling like a Scientist”: Factors Affecting Students’ Selections of Technology Tools in the Science Classroom
Dean Cairns, Martina Dickson, Melissa McMinn
Open Access
Stimulating Mechanistic Reasoning in Physics Using Student-Constructed Stop-Motion Animations
Rayendra Wahyu Bachtiar, Ralph F. G. Meulenbroeks, Wouter R. van Joolingen
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
J. Bryan Henderson, Nicole Zillmer, April Holton, Steven Weiner, Eric Greenwald, Megan Goss, M. Lisette Lopez, Christina Morales, P. David Pearson, Katherine L. McNeill
Subgroups of Assessor and Assessee: the Relationship Between Students’ Peer Assessment Roles and Perceptions of MSCL in Science Education
Cixiao Wang, Jiayu OuYang, Feng Wu
Preparing GTAs for Active Learning in the General Chemistry Lab: Development of an Evidence-Based Rehearsal Module for a Mixed-Reality Teaching Simulator
Ashley A. Geraets, Isadore L. Nottolini, Constance M. Doty, Tong Wan, Jacquelyn J. Chini, Erin K. H. Saitta
A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles
Olia E. Tsivitanidou, Yiannis Georgiou, Andri Ioannou
“It’s Like I’m Really There”: Using VR Experiences for STEM Career Development
Yang Jiang, Vitaliy Popov, Yaoran Li, Perla L. Myers, Odesma Dalrymple, Joi A. Spencer