Climate change is a pressing global challenge for humanity, which should be adequately represented in the educational system. However, teachers face a significant challenge due to the vast amount of data and information about climate change available in the media. We aimed to identify aspects that affect teachers' acceptance of technology in…

This scoping review explores the intersection of climate change education and technology usage in the classroom. We conducted a scoping review of 93 articles to ascertain what, if any, trends exist across this body of scholarship. Findings indicate that technology serves to provide learners with refutation experiences for accepting and making…

Science education at different levels can be supported by various mobile applications that can be downloaded for free onto mobile phones, tablets, and other devices. Such applications can also be used in laboratory work, but it must be said that their use in science laboratories is a relatively new approach. This study is aimed at determining the…

Utilizing an inquiry-learning space (ILS) via the Go-Lab platform, we investigated students' technology acceptance, knowledge integration [KI] process, and learning outcomes of both the high-achiever KI student and low-achiever KI student. This study aimed to understand how students engage in knowledge integration tasks using an inquiry-learning…

Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have…

Chemistry is a subject which involves a number of abstract concepts, making it a difficult and frustrating learning process for many students. Educators and researchers believe that technology could provide an opportunity to address this problem. However, it is challenging to find a model for appropriately and successfully integrating technology…

The integration of immersive virtual reality (VR) in authentic science classrooms can result in a totally new learning experience for the students. However, the effect of such a learning experience on students' conceptual learning gains and their perceptions of the experience, while considering students' pre-existing science- and digital…

Researchers, evaluators, and practitioners need tools to distinguish between applications of technology that support, enhance, and transform classroom instruction and those that are ineffective or even deleterious. Here we present a new classroom observation protocol designed specifically to capture the quality of technology use to support science…

Despite the increasing use of portable tablets in learning, their impact has received little attention in research. In five different projects, this media-ethnographic and design-based analysis of the use of portable tablets as a learning resource in science museums investigates how young people's learning with portable tablets matches the…

The aim of this case study was to investigate what happens in science classrooms when teaching is almost entirely based on the use of digital technology. Two secondary school science teachers participated, together with their seventh grade classes. Data were collected through eight observation sessions (altogether about 9.5 h) and 9 h of…

The main purpose of this paper is to investigate the intellectual structure of the research on educational technology in science education (ETiSE) within the most recent years (2008-2013). Based on the criteria for educational technology research and the citation threshold for educational co-citation analysis, a total of 137 relevant ETiSE papers…

Technological pedagogical content knowledge-practical (TPACK-P) refers to a unified body of knowledge that teachers develop from and for actual teaching practices with information communication technologies (ICT). This study attempted to unveil the longitudinal and multidimensional development of knowledge that teachers possess by interviewing 40…

This study describes the development of an instrument to investigate the extent to which technology is integrated in science instruction in ways aligned to science reform outlined in standards documents. The instrument was developed by: (a) creating items consistent with the five dimensions identified in science education literature, (b)…

The goal of this study was to examine pre-service STEM teachers' attitudes and perceptions about the effectiveness of various learning methods and, in specific, the use of information and communication technologies (ICTs) as means for enhancing progressive education. The study was conducted among two cohorts of pre-service STEM teachers (N =…

Lesson plans are a potentially powerful means to facilitate teachers' use of technology in the classroom. This study investigated which supplementary information is preferred by teachers when integrating a new technology into the classroom. Forty-six high school biology teachers (23 pre-service and 23 in-service) received a technology-infused…