Trends and development of technology-enhanced personalized learning in science education: a systematic review of publications from 2010 to 2022-Reference-Cited by-同舟云学术

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Trends and development of technology-enhanced personalized learning in science education: a systematic review of publications from 2010 to 2022

Published:2023-05-19 Issue: Volume: Page:
ISSN:2197-9987
Container-title:Journal of Computers in Education
language:en
Short-container-title:J. Comput. Educ.

Author:

Komalawardhana Narisra^ORCID,Panjaburee Patcharin^ORCID

Funder

National Research Council of Thailand (์NRCT): Grant of Young Researcher Career Development

Publisher

Springer Science and Business Media LLC

Subject

Computer Science Applications,Education

Link

https://link.springer.com/content/pdf/10.1007/s40692-023-00276-w.pdf

Reference51 articles.

1. Alesandrini, K., & Larson, L. (2002). Teachers bridge to constructivism. The Clearing House, 75(3), 118–121.

2. Allchin, D., Andersen, H. M., & Nielsen, K. (2014). Complementary approaches to teaching nature of science: Integrating student inquiry, historical cases, and contemporary cases in classroom practice. Science Education, 98(3), 461–486.

3. Bautista, N. U., & Boone, W. J. (2015). Exploring the impact of TeachME™ lab virtual classroom teaching simulation on early childhood education majors’ self-efficacy beliefs. Journal of Science Teacher Education, 26(3), 237–262.

4. Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59). Harvard University Press.

5. Capuano, N., Gaeta, M., Ritrovato, P., & Salerno, S. (2014). Elicitation of latent learning needs through learning goals recommendation. Computers in Human Behavior, 30, 663–673.

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