Impact of a virtual chemistry lab in chemistry teaching on scientific practices and digital competence for pre-service science teachers
Author:
Publisher
Springer Science and Business Media LLC
Subject
Library and Information Sciences,Education
Link
https://link.springer.com/content/pdf/10.1007/s10639-023-11918-y.pdf
Reference78 articles.
1. Abdinejad, M., Talaie, B., Qorbani, S., & Dalili, S. (2021). Student perceptions using augmented reality and 3d visualization technologies in chemistry education. Journal of Science Education and Technology, 30(1), 87–96. https://doi.org/10.1007/s10956-020-09880-2
2. Alt, D. (2018). Science teachers’ conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141–150. https://doi.org/10.1016/j.tate.2018.03.020
3. Andreasen, K., Tømte, E., Bergan, I., & Kovac, B. (2022). Professional digital competence in initial teacher education: An examination of differences in two cohorts of pre-service teachers. Nordic Journal of Digital Literacy, (1), 61–74. https://doi.org/10.18261/njdl.17.1.5
4. Artun, H., Durukan, A., & Temur, A. (2020). Effects of virtual reality enriched science laboratory activities on pre-service science teachers’ science process skills. Education and Information Technologies, 25(6), 5477–5498. https://doi.org/10.1007/s10639-020-10220-5
5. Bal, A., Afacan, K., & Cakir, H. (2018). Culturally responsive school discipline: Implementing learning lab at a high school for systemic transformation. American Educational Research Journal, 55(5), 10071050.
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