Forming learners' science concepts and conceptual change entails adaptive epistemic beliefs to support a high degree of interactivity within a coherent knowledge structure. Adaptive epistemic beliefs are characterized by beliefs that knowledge is uncertain and should be justified through experimentation or multiple sources dependent upon the task…

The study employed epistemic network analysis (ENA) to investigate students' conceptions of science learning with technology. One-hundred and eleven tenth-grade students were asked to express via drawings their conceptions of experienced and ideal learning of science with technology. Their drawings were coded into 20 elements in seven categories.…

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 advanced visualisation and interactive capabilities make immersive virtual reality (IVR) attractive for educators to investigate its educational benefits. This research reviewed 64 studies published in 2016-2020 to understand how science educators designed, implemented, and evaluated IVR-based learning. The immersive design features (sensory,…

This study aimed to investigate differences in junior and senior (categorised by their years of teaching experience) elementary school teachers' perceptions of the Technological Pedagogical Content Knowledge -- Games (TPACK-G), attitudes towards game, and actual teaching usage. It also aimed to probe how each of the two groups' TPACK-G perceptions…

This meta-analysis investigates the relative effectiveness of game-based science learning against other instructional methods (Gameplay design) as well as against science game variants enriched with mechanisms (Game-mechanism design). An overall medium effect size for Gameplay design (k = 14, N[subscript es] = 14, g[subscript RE] = 0.646, p =…

This study investigated high school students' conceptions of technology-assisted science learning via drawing analysis, and explored how students with different degrees of computer experience and science learning self-efficacy may show different conceptions via their drawings. The participants included 335 senior high school students in Taiwan…

The flipped classroom has gained a great deal of attention in educational research and practice in recent years. The purposes of this study are to understand the relationship between students' online self-regulated learning (SRL) and their perceptions of learning in a flipped classrooms (FC), to identify possible mediators in this relationship,…

This study examines the correlations between perceived technology-assisted teacher support; student hardiness (i.e. individual commitment, challenge, and control); and technology-embedded scientific inquiry (TESI) using a mediational model approach. Data were gathered from the series of questionnaires administered to 1566 Chinese students with an…

This study aimed to explore the relationships between students' perceived learning practices and associated self-efficacies regarding mobile-assisted seamless science learning. The learning practices for mobile-assisted seamless science learning questionnaire was developed with three scales that denote learning supported by mobile technology.…

The development of e-learning and digital campus has prompted more and more teachers to assign online homework to students. Consequently, teachers need to provide sufficient and relevant guidance for such homework. Teachers' online homework guidance (TOHG) is conceptually connected with their level of technological pedagogical content knowledge…

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches),…

This paper used a novel literature review approach--co-citation network analysis--to illuminate the latent structure of 87 empirical papers in the field of young children's learning with technology (YCLT). Based on the document co-citation analysis, a total of 206 co-citation relationships among the 87 papers were identified and then graphically…

In this study, we reviewed 76 journal articles on employing drawing assessment as a research tool in science education. Findings from the systematic review suggest four justifications for using drawing as a type of research tool, including assessment via drawing as (a) an alternative method considering young participants' verbal or writing…

Considerable investment has been made to bring technology to schools and these investments have indeed resulted in many "success stories." However there are two significant gaps in educational uses of technology that must be addressed. The first is a usage gap. Compared to how and how much today's students use technology outside…