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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

1, 2019

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Ten simple rules for supporting historically underrepresented students in science

PLoS computational biology, 2021-09, Vol.17 (9), p.e1009313-e1009313

2021

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Theorizing Teaching: Current Status and Open Issues

1st ed. 2023., 2023

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Design Learning Environment Based on ISTE Standards

International journal of information and communication technology education, 2021-10, Vol.17 (4), p.1-10

Aqel, Magdy S

2021

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Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

Disciplinary and Interdisciplinary Science Education Research, 2022-06, Vol.4 (1), p.23-23, Article 23

2022

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The impacts of COVID-19 on K-8 science teaching and teachers

Disciplinary and Interdisciplinary Science Education Research, 2022-05, Vol.4 (1), p.20-20, Article 20

2022

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Identifying knowledge important to teach about the nervous system in the context of secondary biology and science education-A Delphi study

PloS one, 2021-12, Vol.16 (12), p.e0260752-e0260752

2021

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Integrating Perspectives from Education for Sustainable Development to Foster Plant Awareness among Trainee Science Teachers: A Mixed Methods Study

Sustainability, 2023-04, Vol.15 (9), p.7395

2023

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Can Powerful Knowledge Save Us? Critical Reflections through the Lens of Political Education

Social sciences (Basel), 2023-10, Vol.12 (10), p.556

2023

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A Data-Driven Approach to Compare the Syntactic Difficulty of Programming Languages

Journal of information systems education, 2023, Vol.34 (1), p.84-93

2023

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Values and Valuing in Mathematics Education: Scanning and Scoping the Territory

1, 2019

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Editorial: How to improve neuroscience education for the public and for a multi-professional audience in different parts of the globe

Frontiers in human neuroscience, 2022-07, Vol.16, p.973893-973893

2022

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Teaching during COVID-19: reflections of early-career science teachers

Disciplinary and Interdisciplinary Science Education Research, 2022-04, Vol.4 (1), p.15-15, Article 15

2022

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Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world

Educational technology research and development, 2023-02, Vol.71 (1), p.137-161

2023

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Identifying key features of digital resources used during online science practicals

PloS one, 2023-10, Vol.18 (10), p.e0283054-e0283054

2023

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Neuroscience and education: myths and messages

Nature reviews. Neuroscience, 2014-12, Vol.15 (12), p.817-824

Howard-Jones, Paul A

2014

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Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

PloS one, 2023-12, Vol.18 (12), p.e0294821-e0294821

2023

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Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

Educational technology research and development, 2021-04, Vol.69 (2), p.417-444

2021

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A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools

Education and information technologies, 2023, Vol.28 (1), p.1041-1064

2023

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Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era

Sustainability, 2020-09, Vol.12 (18), p.7451

2020

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Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach

Education and information technologies, 2023-02, Vol.28 (2), p.1509-1533

2023

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Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France

Science (American Association for the Advancement of Science), 2016-07, Vol.353 (6298), p.474-478

2016

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Coding in K-8: International Trends in Teaching Elementary/Primary Computing

TechTrends, 2019-05, Vol.63 (3), p.311-329

2019

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Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM

CBE life sciences education, 2024-06, Vol.23 (2), p.es2-es2

2024

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Gamification, social problems, and gender in the teaching of social sciences: Representations and discourse of trainee teachers

PloS one, 2019-06, Vol.14 (6), p.e0218869-e0218869

2019

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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning

Ten simple rules for supporting historically underrepresented students in science

Theorizing Teaching: Current Status and Open Issues

Design Learning Environment Based on ISTE Standards

Examining the usability and viability of using a simulated classroom environment to prepare preservice science teachers during and after the COVID-19 pandemic

The impacts of COVID-19 on K-8 science teaching and teachers

Identifying knowledge important to teach about the nervous system in the context of secondary biology and science education-A Delphi study

Integrating Perspectives from Education for Sustainable Development to Foster Plant Awareness among Trainee Science Teachers: A Mixed Methods Study

Can Powerful Knowledge Save Us? Critical Reflections through the Lens of Political Education

A Data-Driven Approach to Compare the Syntactic Difficulty of Programming Languages

Values and Valuing in Mathematics Education: Scanning and Scoping the Territory

Editorial: How to improve neuroscience education for the public and for a multi-professional audience in different parts of the globe

Teaching during COVID-19: reflections of early-career science teachers

Teachers’ AI digital competencies and twenty-first century skills in the post-pandemic world

Identifying key features of digital resources used during online science practicals

Neuroscience and education: myths and messages

Global perspectives of the impact of the COVID-19 pandemic on learning science in higher education

Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab

A phenomenographic approach on teacher conceptions of teaching Artificial Intelligence (AI) in K-12 schools

Automated Assessment in Programming Courses: A Case Study during the COVID-19 Era

Promoting the AI teaching competency of K-12 computer science teachers: A TPACK-based professional development approach

Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France

Coding in K-8: International Trends in Teaching Elementary/Primary Computing

Overcoming the Barriers to Teaching Teamwork to Undergraduates in STEM

Gamification, social problems, and gender in the teaching of social sciences: Representations and discourse of trainee teachers

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