ournal of Research in Science Teaching (JRST)

Référence :  Vol. 57, n°9, 11/2020

Thème :  Science Teaching, Learning, and Assessment with 21st Century, Cutting‐Edge Digital Ecologies

 

• 21st‐century science education digital ecologies: Technology, technique, shoelaces, promise, and pitfalls?, Noemi Waight, Knut Neumann
• Idle chatter or compelling conversation? The potential of the social media‐based #NGSSchat network for supporting science education reform efforts, Joshua M. Rosenberg, Joshua W. Reid, Elizabeth B. Dyer, Matthew J. Koehler, Christian Fischer, Thomas J. McKenna
• Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions, Jamie N. Mikeska, Heather Howell
• Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data, Nani Teig, Ronny Scherer, Marit Kjærnsli
• From substitution to redefinition: A framework of machine learning‐based science assessment, Xiaoming Zhai, Kevin C. Haudek, Lehong Shi, Ross H. Nehm, Mark Urban‐Lurain
• A quasi‐experimental study comparing learning gains associated with serious educational gameplay and hands‐on science in elementary classrooms, Georgia W. Hodges, Kayla Flanagan, Juyeon Lee, Allan Cohen, Sandhya Krishnan, Cynthia Ward
• Coordinating scaffolds for collaborative inquiry in a game‐based learning environment, -Asmalina Saleh, Chen Yuxin, Cindy E. Hmelo‐Silver, Krista D. Glazewski, Bradford W. Mott, James C. Lester
• The digitalization of science education: Déjà vu all over again?, Knut Neumann, Noemi Waight