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Education Sciences
Special Issues
Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices
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Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Technology Enhanced Education".

Deadline for manuscript submissions: closed (31 December 2023) | Viewed by 5370

Special Issue Editors

Dr. Daner Sun

E-Mail Website
Guest Editor
Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong SAR, China
Interests: ICT-supported science education; AI in education; mobile learning; technology-oriented STEM education; higher-order thinking in interdisciplinary education
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Chee Kit Looi

E-Mail Website
Guest Editor
National Institute of Education, Nanyang Technological University (NTU), Singapore 639798, Singapore
Interests: computer-supported collaborative learning; mobile learning; computational thinking; seamless learning; interdisciplinary research
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Ting-Chia Hsu

E-Mail Website
Guest Editor
Department of Technology Application and Human Resource Development, National Taiwan Normal University, Taipei 106, Taiwan
Interests: computer-assisted learning; mobile learning; personalized learning
Special Issues, Collections and Topics in MDPI journals
Dr. Yuqin Yang

E-Mail Website
Guest Editor
School of Educational Information Technology, Central China Normal University, Wuhan 430079, China
Interests: learning science; knowledge creation; advanced ability; STEM; learning assessment; computer-supported collaborative learning; learning analysis; metacognition
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

With the rapid development of technologies and fast changes in the global environment, the roles of technologies in education are ever-changing. The effective integration of technology into the teaching and learning of science concepts and related skills is always one of the dominant areas of science education. From COVID-19 to post-COVID-19, the challenges, opportunities, and experiences of researchers, science educators, practitioners, and scholars in the research, pedagogy, and practices of science education should be very educational and unique, and thereby worth sharing. It is time for us to communicate these changing experiences with different stakeholders in the field of educational technology, science education, and learning sciences. Such communication and sharing are intended to motivate reflections on the progress of research in technology-enabled science education and provide new visions and clear directions for the future study of new pedagogies and practices. This Special Issue will address the pedagogical innovations of technology-enhanced learning and practices of integrating new/emerging technologies in science education in formal and informal learning contexts.

Topics of interest for this Special Issue include, but are not limited to, the following:

  1. Emerging technologies (i.e., AI, VR, AR) in science education;
  2. e-learning tools (i.e., mobile learning tools, learning management systems, assessment tools, simulations, scientific modelling tools) in science education;
  3. Pedagogical design and implementation of technology-enhanced science education;
  4. Coding education and computational thinking in science education;
  5. Computer-supported collaboration in science education;
  6. Mobile technology-supported science education;
  7. Technology-supported science learning in blended learning contexts;
  8. Technology-supported science learning informal contexts.

You may choose our Joint Special Issue in Sustainability.

Dr. Daner Sun
Prof. Dr. Chee Kit Looi
Prof. Dr. Ting-Chia Hsu
Dr. Yuqin Yang
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • emerging technologies (i.e., AI, VR, AR)
  • science education
  • e-learning tools
  • pedagogy
  • coding education
  • computational thinking
  • model learning
  • CSCL
  • informal learning contexts
  • blended learning

Published Papers (3 papers)

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Research

13 pages, 225 KiB  
Communication
Quantum Science and Technologies in K-12: Supporting Teachers to Integrate Quantum in STEM Classrooms
by Nancy Holincheck, Jessica L. Rosenberg, Xiaolu Zhang, Tiffany N. Butler, Michele Colandene and Benjamin W. Dreyfus
Educ. Sci. 2024, 14(3), 219; https://doi.org/10.3390/educsci14030219 - 21 Feb 2024
Viewed by 970
Abstract
Quantum science and computing represent a vital intersection between science and technology, gaining increasing importance in modern society. There is a pressing need to incorporate these concepts into the K-12 curriculum, equipping new generations with the tools to navigate and thrive in an [...] Read more.
Quantum science and computing represent a vital intersection between science and technology, gaining increasing importance in modern society. There is a pressing need to incorporate these concepts into the K-12 curriculum, equipping new generations with the tools to navigate and thrive in an evolving technological landscape. This study explores the professional learning of K-12 teachers (n = 49) related to quantum concepts and pedagogy. We used open-ended surveys, field notes, workshop artifacts, and interviews to examine teachers’ perceptions of quantum and how they made connections between quantum and their curriculum. Our data reveal that most teachers were excited and interested in teaching quantum but were aware of potential barriers and concerns that might get in the way of teaching quantum. We found that teachers readily identified connections to math and science in their curriculum, but only a few made connections to computing. Enthusiasm for teaching quantum concepts was found in both elementary and secondary educators, suggesting a widespread recognition of its importance in preparing students for a future where quantum technology is a fundamental aspect of their lives and careers. Full article
(This article belongs to the Special Issue Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices)
20 pages, 4281 KiB  
Article
Teachers’ Evaluation of the Usability of a Self-Assessment Tool for Mobile Learning Integration in the Classroom
by Judith Balanyà Rebollo and Janaina Minelli De Oliveira
Educ. Sci. 2024, 14(1), 1; https://doi.org/10.3390/educsci14010001 - 19 Dec 2023
Viewed by 1727
Abstract
This article explores teachers’ perceptions of a self-assessment tool designed to guide the integration of mobile devices into teaching and learning processes. Using the Educational Design Research (EDR) methodology with a quantitative analysis approach, the study sampled 228 teachers across 60 educational institutions [...] Read more.
This article explores teachers’ perceptions of a self-assessment tool designed to guide the integration of mobile devices into teaching and learning processes. Using the Educational Design Research (EDR) methodology with a quantitative analysis approach, the study sampled 228 teachers across 60 educational institutions at varying levels of education. Participants used the self-assessment tool to gauge their own competencies and identify areas for improvement. They then completed the “System Usability Scale” (SUS) questionnaire, a reliable metric with a 0.96 reliability score commonly used for evaluating educational tools. The results indicate moderate to high acceptance of the self-assessment tool, with an average SUS score of 70.65. The study also reports a Net Promoter Score (NPS) of 22.4, with approximately 43% of teachers as promoters of the tool. Interestingly, usability scores displayed variability among teachers in the early stages of primary education (6–8 years), ranging from 47.50 to 77.50. However, scores improved in more advanced stages, showing an increase of over 40%. The findings suggest that the tool is generally effective and useful for teachers, providing valuable insights for its wider application. Full article
(This article belongs to the Special Issue Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices)
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26 pages, 1949 KiB  
Article
Characteristics of Filipino Online Learners: A Survey of Science Education Students’ Engagement, Self-Regulation, and Self-Efficacy
by Mary Rose Briones, Maricar Prudente and Denis Dyvee Errabo
Educ. Sci. 2023, 13(11), 1131; https://doi.org/10.3390/educsci13111131 - 13 Nov 2023
Viewed by 2020
Abstract
Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students [...] Read more.
Online education allows learners to develop knowledge and skills flexibly and conveniently—an observation made among students whose characteristics involve student engagement, self-regulation, and self-efficacy. However, studies characterizing Filipino online learners seem to be lacking. This study aimed to characterize science education tertiary students in the Philippines concerning their online student engagement (OSE), self-regulated learning (SRL), and online learning self-efficacy (OLSE). The unprecedented events brought about by the COVID-19 pandemic also urged the implementation of online modalities, yet there is still no available information on students’ online learning profiles. Hence, we conducted survey research using an ex post facto approach to determine the effects of demographic profiles on OSE, SRL, and OLSE. The survey was completed by N = 373 respondents who answered the questionnaire, with informed consent administered via Google Forms. The results revealed that OSE indicators moderately characterized the students, while SRL and OLSE indicators accurately described them, as substantiated by the overall means of M = 3.85 (SD = 0.90), M = 3.86 (SD = 0.92), and M = 3.14 (SD = 0.73), respectively. Also, multivariate tests showed no significant effects among the independent groups (p > 0.05), except for a gender and OLSE interaction (p < 0.05), so only for OLSEE was a significant difference found in terms of gender. In conclusion, Filipino online learners have moderate characteristics across the aspects of student engagement, self-regulation, and self-efficacy. Full article
(This article belongs to the Special Issue Technology Enhanced Science Education: Research Innovations in Pedagogy and Practices)
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