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A review of AI teaching and learning from 2000 to 2020

Education and information technologies, 2023-07, Vol.28 (7), p.8445-8501

2023

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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

1, 2019

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Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections across Communities

Sustainability, 2023-05, Vol.15 (11), p.8468

2023

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Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

Advances in health sciences education : theory and practice, 2022-08, Vol.27 (3), p.577-603

2022

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Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking

Education and information technologies, 2023-03, Vol.28 (3), p.3443-3474

2023

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Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

Journal of science education and technology, 2013-06, Vol.22 (3), p.325-336

2013

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Embracing Digital Technology in Science Classrooms—Secondary School Teachers’ Enacted Teaching and Reflections on Practice

Journal of science education and technology, 2020-06, Vol.29 (3), p.431-441

Walan, Susanne

2020

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Virtues as Integral to Science Education: Understanding the Intellectual, Moral, and Civic Value of Science and Scientific Inquiry

1st edition, 2021

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Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking

Education and information technologies, 2023-07, Vol.28 (7), p.7927-7954

2023

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Energy Policy as a Socio-Scientific Issue: Argumentation in the Context of Economic, Environmental and Citizenship Education

Sustainability, 2023-05, Vol.15 (9), p.7647

2023

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Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

International Journal of STEM Education, 2023-12, Vol.10 (1), p.38-32, Article 38

2023

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Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

Journal of science education and technology, 2017-08, Vol.26 (4), p.394-405

2017

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Research on Integration of the Sustainable Development Goals and Teaching Practices in a Future Teacher Science Education Course

Sustainability, 2024-06, Vol.16 (12), p.4982

2024

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Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategies

International journal of technology and design education, 2023-09, Vol.33 (4), p.1345-1368

2023

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Understanding How the Perceived Usefulness of Mobile Technology Impacts Physics Learning Achievement: a Pedagogical Perspective

Journal of science education and technology, 2020-12, Vol.29 (6), p.743-757

2020

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Supporting Teachers to Customize Curriculum for Self-Directed Learning

Journal of science education and technology, 2022-10, Vol.31 (5), p.660-679

2022

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Policy translation in assemblage: networked actors mediating science teachers’ policy play

Disciplinary and Interdisciplinary Science Education Research, 2023-12, Vol.5 (1), p.14-23, Article 14

2023

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Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

Sustainability, 2023-10, Vol.15 (21), p.15441

2023

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Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

Journal of science education and technology, 2013-12, Vol.22 (6), p.838-857

2013

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From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

Journal of science education and technology, 2010-12, Vol.19 (6), p.553-564

2010

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Supporting Elementary Teachers’ Technological, Pedagogical, and Content Knowledge in Computational Thinking Integration

Journal of science education and technology, 2023-08, Vol.32 (4), p.583-596

2023

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Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues

Sustainability, 2023-04, Vol.15 (7), p.5766

2023

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Examining the Uses of Student-Led, Teacher-Led, and Collaborative Functions of Mobile Technology and Their Impacts on Physics Achievement and Interest

Journal of science education and technology, 2019-08, Vol.28 (4), p.310-320

2019

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Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

International journal of STEM education, 2022-07, Vol.9 (1), p.1-21, Article 45

2022

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Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

Sustainability, 2022-02, Vol.14 (4), p.2168

2022

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A review of AI teaching and learning from 2000 to 2020

Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

Supporting and Sustaining Equitable STEAM Activities in High School Classrooms: Understanding Computer Science Teachers’ Needs and Practices When Implementing an E-Textiles Curriculum to Forge Connections across Communities

Embodied teacher identity: a qualitative study on ‘practical sense’ as a basic pedagogical condition in times of Covid-19

Teacher development in integrated STEM education: Design of lesson plans through the lens of computational thinking

Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge (TPACK)

Embracing Digital Technology in Science Classrooms—Secondary School Teachers’ Enacted Teaching and Reflections on Practice

Virtues as Integral to Science Education: Understanding the Intellectual, Moral, and Civic Value of Science and Scientific Inquiry

Examining the predictors of TPACK for integrated STEM: Science teaching self-efficacy, computational thinking, and design thinking

Energy Policy as a Socio-Scientific Issue: Argumentation in the Context of Economic, Environmental and Citizenship Education

Characterizing facilitation practices of learning assistants: an authoritative-to-dialogic spectrum

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

Research on Integration of the Sustainable Development Goals and Teaching Practices in a Future Teacher Science Education Course

Computer programming in primary schools: Swedish Technology Teachers’ pedagogical strategies

Understanding How the Perceived Usefulness of Mobile Technology Impacts Physics Learning Achievement: a Pedagogical Perspective

Supporting Teachers to Customize Curriculum for Self-Directed Learning

Policy translation in assemblage: networked actors mediating science teachers’ policy play

Examining Pre-Service Chemistry Teachers’ Technological Pedagogical Content Knowledge (TPACK) of Using Data-Logging in the Chemistry Classroom

Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction

From PCK to TPACK: Developing a Transformative Model for Pre-Service Science Teachers

Supporting Elementary Teachers’ Technological, Pedagogical, and Content Knowledge in Computational Thinking Integration

Addressing Sustainability in the High School Biology Classroom through Socioscientific Issues

Examining the Uses of Student-Led, Teacher-Led, and Collaborative Functions of Mobile Technology and Their Impacts on Physics Achievement and Interest

Applying multimodal learning analytics to examine the immediate and delayed effects of instructor scaffoldings on small groups’ collaborative programming

Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School

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