The Impact of Science Teachers' Metacognition on Their Planning Choice of Technology-mediated Inquiry-based Activities
This study investigated the conditions for developing science teachers’ Technological Pedagogical Content Knowledge (TPACK). It also explored the opportunities offered by two strategies to enhance science teachers’ ability to design technology-based inquiry activities for science learning: Experienc...
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| Language: | en |
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Université d'Ottawa / University of Ottawa
2016
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| Online Access: | http://hdl.handle.net/10393/35229 http://dx.doi.org/10.20381/ruor-187 |