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Modeling and Measuring High School Students’ Computational Thinking Practices in Science

Journal of science education and technology, 2020-02, Vol.29 (1), p.137-161

2020

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C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Journal of science education and technology, 2020-02, Vol.29 (1), p.83-100

2020

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Comparing Traditional Teaching and Game-Based Learning Using Teacher-Authored Games on Computer Science Education

IEEE transactions on education, 2021-11, Vol.64 (4), p.367-373

2021

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Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study

Journal of science education and technology, 2020-02, Vol.29 (1), p.65-82

2020

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A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education

Journal of science education and technology, 2020-04, Vol.29 (2), p.257-271

2020

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Exploring Differences in Student Learning and Behavior Between Real-life and Virtual Reality Chemistry Laboratories

Journal of science education and technology, 2021-12, Vol.30 (6), p.862-876

2021

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The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

Journal of science education and technology, 2021-06, Vol.30 (3), p.380-393

2021

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Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning

Journal of science education and technology, 2020-02, Vol.29 (1), p.53-64

2020

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STEM Integration in Middle School Life Science: Student Learning and Attitudes

Journal of science education and technology, 2016-08, Vol.25 (4), p.550-560

2016

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Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations

Journal of science education and technology, 2020-04, Vol.29 (2), p.303-317

2020

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The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators

International journal of STEM education, 2023-12, Vol.10 (1), p.1-16, Article 1

2023

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The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice

Journal of science education and technology, 2011-12, Vol.20 (6), p.771-784

2011

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Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

Journal of science education and technology, 2016-10, Vol.25 (5), p.747-758

2016

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The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering, Science, and Mathematics

Journal of science education and technology, 2017-04, Vol.26 (2), p.207-222

2017

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Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry

Journal of science education and technology, 2019-04, Vol.28 (2), p.152-164

2019

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Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions

Journal of science education and technology, 2019-10, Vol.28 (5), p.508-522

2019

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A Phenomenography Study of STEM Teachers’ Conceptions of Using Three-Dimensional Modeling and Printing (3DMP) in Teaching

Journal of science education and technology, 2023-02, Vol.32 (1), p.45-60

2023

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Authentic STEM research, practices of science, and interest development in an informal science education program

International journal of STEM education, 2021-11, Vol.8 (1), p.1-18, Article 57

2021

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Pop-up Questions Within Educational Videos: Effects on Students’ Learning

Journal of science education and technology, 2020-12, Vol.29 (6), p.713-724

2020

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A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles

Journal of science education and technology, 2021-12, Vol.30 (6), p.841-861

2021

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Epistemic Network Analysis of Students’ Drawings to Investigate Their Conceptions of Science Learning with Technology

Journal of science education and technology, 2023-04, Vol.32 (2), p.267-283

2023

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Motivating Students to Learn STEM via Engaging Flight Simulation Activities

Journal of science education and technology, 2021-10, Vol.30 (5), p.608-629

2021

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Exploring the Effectiveness and Moderators of Augmented Reality on Science Learning: a Meta-analysis

Journal of science education and technology, 2022-10, Vol.31 (5), p.621-637

2022

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Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

Journal of science education and technology, 2017-06, Vol.26 (3), p.347-358

Sletten, Sarah Rae

2017

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Effects of a Block-Based Scaffolded Tool on Students' Introduction to Hierarchical Data Structures

IEEE transactions on education, 2022-05, Vol.65 (2), p.191-199

2022

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1 – 25 von 4.454

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Modeling and Measuring High School Students’ Computational Thinking Practices in Science

C2STEM: a System for Synergistic Learning of Physics and Computational Thinking

Comparing Traditional Teaching and Game-Based Learning Using Teacher-Authored Games on Computer Science Education

Exploring Force and Motion Concepts in Middle Grades Using Computational Modeling: a Classroom Intervention Study

A Model for Augmented Reality Immersion Experiences of University Students Studying in Science Education

Exploring Differences in Student Learning and Behavior Between Real-life and Virtual Reality Chemistry Laboratories

The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the “Question-Observation-Doing-Explanation” Model during School Disruption in COVID-19 Pandemic

Integrating Computational Thinking into Elementary Science Curriculum: an Examination of Activities that Support Students’ Computational Thinking in the Service of Disciplinary Learning

STEM Integration in Middle School Life Science: Student Learning and Attitudes

Using Smartphones as Experimental Tools—a Follow-up: Cognitive Effects by Video Analysis and Reduction of Cognitive Load by Multiple Representations

The computational thinking for science (CT-S) framework: operationalizing CT-S for K–12 science education researchers and educators

The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice

Students' Perceptions and Emotions Toward Learning in a Flipped General Science Classroom

The Impact of Design-Based STEM Integration Curricula on Student Achievement in Engineering, Science, and Mathematics

Implementation of Game-transformed Inquiry-based Learning to Promote the Understanding of and Motivation to Learn Chemistry

Multimedia e-Learning and Self-Regulated Science Learning: a Study of Primary School Learners’ Experiences and Perceptions

A Phenomenography Study of STEM Teachers’ Conceptions of Using Three-Dimensional Modeling and Printing (3DMP) in Teaching

Authentic STEM research, practices of science, and interest development in an informal science education program

Pop-up Questions Within Educational Videos: Effects on Students’ Learning

A Learning Experience in Inquiry-Based Physics with Immersive Virtual Reality: Student Perceptions and an Interaction Effect Between Conceptual Gains and Attitudinal Profiles

Epistemic Network Analysis of Students’ Drawings to Investigate Their Conceptions of Science Learning with Technology

Motivating Students to Learn STEM via Engaging Flight Simulation Activities

Exploring the Effectiveness and Moderators of Augmented Reality on Science Learning: a Meta-analysis

Investigating Flipped Learning: Student Self-Regulated Learning, Perceptions, and Achievement in an Introductory Biology Course

Effects of a Block-Based Scaffolded Tool on Students' Introduction to Hierarchical Data Structures

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