Technological pedagogical content knowledge of primary school science teachers during the COVID-19 in Thailand and Finland

Author:

Sothayapetch PavineeORCID,Lavonen JariORCID

Publisher

Modestum Ltd

Subject

Applied Mathematics,Education

Reference64 articles.

1. Abell, S. K., Rogers, M. A. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20(1), 77-93. https://doi.org/10.1007/s10972-008-9115-6

2. Ahtiainen, R. (2021). What has remote learning looked like in Finland? School closure, equity, stress, and well-being. https://internationalednews.com/2021/04/07/what-has-remote-learning-looked-like-in-finland-school-closures-equity-stress-and-well-being/

3. Alber, R. (2019). Using video content to amplify learning. George Lucas Educational Foundation, Edutopia. https://www.edutopia.org/article/using-video-content-amplify-learning

4. Amarachukwu Nkechi, N., David-Okoro, I., & Chioma Stephanie, M. (2021). The impact of COVID-19 pandemic on science education in Anambra State of Nigeria. American Journal of Higher Education, 9(2), 1-10.

5. Auerbach, A. J. J., & Andrews, T. C. (2018). Pedagogical knowledge for active-learning instruction in large undergraduate biology courses: A large-scale qualitative investigation of instructor thinking. International Journal of STEM Education, 5(1), 1-25. https://doi.org/10.1186/s40594-018-0112-9

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