Examining the Impact of Modified P3 Task Taxonomy-Enriched Educational Robotics PD Program on Teachers’ STEM Content Knowledge
Author:
Funder
Bursa Uludağ Üniversitesi
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10763-024-10475-1.pdf
Reference54 articles.
1. Alimisis, D. (2019). Teacher training in educational robotics: The ROBOESL project paradigm. Technology Knowledge and Learning, 24(2), 279–290. https://doi.org/10.1007/s10758-018-9357-0.
2. An, H., Sung, W., & Yoon, S. Y. (2022). Implementation of learning by design in a synchronized online environment to teach educational robotics to inservice teachers. Education Technology Research Development, 70, 1473–1496. https://doi.org/10.1007/s11423-022-10134-8.
3. Atmatzidou, S., Demetriadis, S., & Nika, P. (2018). How does the degree of guidance support students’ metacognitive and problem-solving skills in educational robotics? Journal of Science Education and Technology, 27(1), 70–85. https://doi.org/10.1007/s10956-017-9709-x.
4. Aydin, M., & Ozcan, I. (2022). Evaluating the content accuracy of augmented reality applications on the Solar System. Physics Education, 57(3), 035009. https://doi.org/10.1088/1361-6552/ac50a4
5. Barak, M., & Assal, M. (2018). Robotics and STEM learning: Students’ achievements in assignments according to the P3 task taxonomy-practice, problem solving, and projects. International Journal of Technology and Design Education, 28(1), 121–144. https://doi.org/10.1007/s10798-016-9385-9.
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