Add to ORKGThe experience of teaching online secondary science was investigated through the lens of developmental phenomenography. Recorded phenomenographic interviews were conducted with thirteen secondary science teachers who were teaching online in two countries and four states. After analyzing the transcripts individually and as a whole, seven themes were identified: (1) Virtual Labs and Learning, (2) Student Learning and Factors Involved, (3) Communication and Instruction, (4) Teaching as Collaboration/Social Aspect, (5) Teaching and Learning as Assessment, (6) Curriculum Effects on Teaching and Learning, and (7) Online Structure Effects on Teaching and Learning. The structures of awareness of these seven themes formed the overall structure of aw...
This mixed-methods study examined the interactions and learning outcomes of science teachers in an o...
This qualitative intrinsic case study explored the perspectives of secondary science teachers and ad...
The authors reviewed their approaches to facilitating inquiry-based science courses from 2005 throug...
With the proliferation of 21st century educational technologies, science teaching and learning with ...
In various western countries, preservice teachers are electing to learn how to teach primary science...
In various western countries, preservice teachers are electing to learn how to teach primary science...
The COVID-19 outbreak upended educational systems worldwide and demanded a change in the instruction...
The purpose of this hermeneutical phenomenological study was to describe secondary student experienc...
Abstract: This study is focused on 9-12 grade virtual teachers as a means to understand and recogniz...
The purpose of this paper is to illustrate the authors’ interaction-engagement approach in facilitat...
Professional Development of teachers is given great importance in academia as it is considered as a ...
Abstract: This action research project compared academic achievement of online secondary physics st...
PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' s...
This mixed-methods study examined the interactions and learning outcomes of science teachers in an o...
This study addresses preservice teachers’ perceptions toward online experiences, specifically, their...
This mixed-methods study examined the interactions and learning outcomes of science teachers in an o...
This qualitative intrinsic case study explored the perspectives of secondary science teachers and ad...
The authors reviewed their approaches to facilitating inquiry-based science courses from 2005 throug...
With the proliferation of 21st century educational technologies, science teaching and learning with ...
In various western countries, preservice teachers are electing to learn how to teach primary science...
In various western countries, preservice teachers are electing to learn how to teach primary science...
The COVID-19 outbreak upended educational systems worldwide and demanded a change in the instruction...
The purpose of this hermeneutical phenomenological study was to describe secondary student experienc...
Abstract: This study is focused on 9-12 grade virtual teachers as a means to understand and recogniz...
The purpose of this paper is to illustrate the authors’ interaction-engagement approach in facilitat...
Professional Development of teachers is given great importance in academia as it is considered as a ...
Abstract: This action research project compared academic achievement of online secondary physics st...
PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' s...
This mixed-methods study examined the interactions and learning outcomes of science teachers in an o...
This study addresses preservice teachers’ perceptions toward online experiences, specifically, their...
This mixed-methods study examined the interactions and learning outcomes of science teachers in an o...
This qualitative intrinsic case study explored the perspectives of secondary science teachers and ad...
The authors reviewed their approaches to facilitating inquiry-based science courses from 2005 throug...