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Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

Journal of science education and technology, 2023-06, Vol.32 (3), p.444-452

Cooper, Grant

2023

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Vygotsky and Science Education

Murphy, Colette

1, 2022

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Handbook of Research on Science Education. Volume III

1, 2023

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Thermal Cameras in Science Education

1, 2022

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Science Education Research and Practice from Japan

1st Edition 2021, 2021

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Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science

Journal of science education and technology, 2020-02, Vol.29 (1), p.174-188

2020

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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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Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms

TechTrends, 2016-11, Vol.60 (6), p.565-568

2016

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Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Journal of science education and technology, 2023-02, Vol.32 (1), p.96-110

2023

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Critical Questions in STEM Education

1st Edition 2020, 2020

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Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration

School science and mathematics, 2012-01, Vol.112 (1), p.31-44

2012

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Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards

Journal of teacher education, 2015-03, Vol.66 (2), p.136-149

2015

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The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation

Journal of teacher education, 2017-05, Vol.68 (3), p.251-261

2017

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High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes

Social psychology of education, 2021-02, Vol.24 (1), p.273-298

2021

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Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching

Journal of teacher education, 2018-09, Vol.69 (4), p.386-407

2018

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Expanding computer science education in schools: understanding teacher experiences and challenges

Computer science education, 2017-02, Vol.26 (4), p.235-254

2017

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Algorithmic thinking development through physical computing activities with Arduino in STEM education

Education and information technologies, 2022-06, Vol.27 (5), p.6669-6689

2022

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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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Primary Physical Science Education: An Imaginative Approach to Encounters with Nature

1, 2024

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An integrated model for examining teachers’ intentions to use augmented reality in science courses

Education and information technologies, 2023-02, Vol.28 (2), p.1299-1321

2023

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Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction

Education and information technologies, 2020-07, Vol.25 (4), p.3161-3188

2020

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Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education

International journal of STEM education, 2021-09, Vol.8 (1), p.54-54, Article 54

2021

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Debugging during block-based programming

Instructional science, 2018-10, Vol.46 (5), p.767-787

2018

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Algorithmic Explanations: an Unplugged Instructional Approach to Integrate Science and Computational Thinking

Journal of science education and technology, 2022-08, Vol.31 (4), p.428-441

2022

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Self-directed Science Learning During COVID-19 and Beyond

Journal of science education and technology, 2022-04, Vol.31 (2), p.258-271

2022

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Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

Vygotsky and Science Education

Handbook of Research on Science Education. Volume III

Thermal Cameras in Science Education

Science Education Research and Practice from Japan

Teacher Change Following a Professional Development Experience in Integrating Computational Thinking into Elementary Science

A review of AI teaching and learning from 2000 to 2020

Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms

Examining Science and Technology/Engineering Educators’ Views of Teaching Biomedical Concepts Through Physical Computing

Critical Questions in STEM Education

Is Adding the E Enough? Investigating the Impact of K-12 Engineering Standards on the Implementation of STEM Integration

Studying Teachers’ Sensemaking to Investigate Teachers’ Responses to Professional Development Focused on New Standards

The Three-Story Challenge: Implications of the Next Generation Science Standards for Teacher Preparation

High school students’ math and science gender stereotypes: relations with their STEM outcomes and socializers’ stereotypes

Preparing Teachers to Engage Rural Students in Computational Thinking Through Robotics, Game Design, and Culturally Responsive Teaching

Expanding computer science education in schools: understanding teacher experiences and challenges

Algorithmic thinking development through physical computing activities with Arduino in STEM education

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

Primary Physical Science Education: An Imaginative Approach to Encounters with Nature

An integrated model for examining teachers’ intentions to use augmented reality in science courses

Teacher implementation profiles for integrating computational thinking into elementary mathematics and science instruction

Comparing learners’ knowledge, behaviors, and attitudes between two instructional modes of computer programming in secondary education

Debugging during block-based programming

Algorithmic Explanations: an Unplugged Instructional Approach to Integrate Science and Computational Thinking

Self-directed Science Learning During COVID-19 and Beyond

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