Professional Development and Use of Digital Technologies by Science Teachers: a Review of Theoretical Frameworks
Author:
Funder
Fundação para a Ciência e a Tecnologia
Publisher
Springer Science and Business Media LLC
Subject
Education
Link
http://link.springer.com/content/pdf/10.1007/s11165-018-9707-x.pdf
Reference118 articles.
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3. Annetta, L. A., Frazier, W. M., Folta, E., Holmes, S., Lamb, R., & Cheng, M.-T. (2012). Science teacher efficacy and extrinsic factors toward professional development using video games in a design-based research model: the next generation of STEM learning. Journal of Science Education and Technology, 22(1), 47–61. https://doi.org/10.1007/s10956-012-9375-y .
4. Athanassios, J. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers professional development. Computers & Education, 55(3), 1259–1269. https://doi.org/10.1016/j.compedu.2010.05.022 .
5. Bailenson, J. N., Yee, N., Blascovich, J., Beall, A. C., Lundblad, N., & Jin, M. (2008). The use of immersive virtual reality in the learning sciences: digital transformations of teachers, students, and social context. Journal of the Learning Sciences, 17(1), 102–141. https://doi.org/10.1080/10508400701793141 .
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