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Girvan, Carina; Wickham, C. M.; Tangney, B.
Languages: English
Types: Unknown
Subjects:

Classified by OpenAIRE into

ACM Ref: ComputingMilieux_COMPUTERSANDEDUCATION
  • The results below are discovered through our pilot algorithms. Let us know how we are doing!

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    • Bray, A., Oldham, E., & Tangney, B. (2013). THE HUMAN CATAPULT AND OTHER STORIESADVENTURES WITH TECHNOLOGY IN MATHEMATICS EDUCATION. Paper presented at the 11th International Conference on Technology in Mathematics Teaching (ICTMT11).
    • Chiu, J. L., DeJaegher, C. J., & Chao, J. (2015). The effects of augmented virtual science laboratories on middle school students' understanding of gas properties. Computers & Education, 85(0), 59-73. doi:http://dx.doi.org/10.1016/j.compedu.2015.02.007
    • Conneely, C., Girvan, C., Lawlor, J., & Tangney, B. (2015). An Exploratory Case Study into the Adaption of the Bridge21 Model for 21st Century Learning in Irish Classrooms, in Shaping our Future: How the lessons of the past can shape educational transformation. Butler D., Marshall K., and Leahy M., Editors, Liffey Press: Dublin., p. 348-341.
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    • Johnston, K., Conneely, C., Murchan, D., & Tangney, B. (2014). Enacting key skills-based curricula in secondary education: lessons from a technology-mediated, group-based learning initiative. Technology, Pedagogy and Education(ahead-of-print), 1-20.
    • Kynigos, C., Moustaki, F., Smyrnaiou, R., & Xenos, M. HALF-BAKED MICROWORLDS AS EXPRESSIVE MEDIA FOR FOSTERING CREATIVE MATHEMATICAL THINKING. Constructionism and Creativity: Proceedings of the 3rd International Constructionism Conference 2014. Vienna, Austria: Austrian Computer Society.
    • Lyons, T. (2006). Different Countries, Same Science Classes: Students' Experiences of School Science in Their Own Words. International Journal of Science Education, 28(6), 591-613.
    • Martínez, G., Naranjo, F. L., Pérez, Á. L., Suero, M. I., & Pardo, P. J. (2011). Comparative study of the effectiveness of three learning environments: Hyper-realistic virtual simulations, traditional schematic simulations and traditional laboratory. Physical Review Special Topics - Physics Education Research, 7(2), 020111.
    • McGarr, O. (2009). The development of ICT across the curriculum in Irish schools: A historical perspective. British Journal of Educational Technology, 40(6), 1094-1108. doi:10.1111/j.1467-8535.2008.00903.x
    • Perkins, K., Moore, E., Podolefsky, N., Lancaster, K., & Denison, C. (2012). Towards researchbased strategies for using PhET simulations in middle school physical science classes. AIP Conference Proceedings, 1413(1), 295-298. doi:10.1063/1.3680053
    • Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students' attitudes to learning mathematics with technology. Computers & Education, 48(2), 285-300. doi:http://dx.doi.org/10.1016/j.compedu.2005.01.006
    • Rieber, L. P. (2005). Multimedia learning in games, simulations, and microworlds. The Cambridge handbook of multimedia learning, 549-567.
    • Saleh, S. (2011). The Level of B.Sc.Ed Students' Conceptual Understanding of Newtonian Physics. International Journal of Academic Research in Business & Social Sciences, 1(3), 249-256.
    • Tangney, B., & Bray, A. (2013). Mobile Technology, Maths Education & 21C Learning. QScience Proceedings(12th World Conference on Mobile and Contextual Learning [mLearn 2013).
    • Tangney, B., Bray, A., & Oldham, E. (2015). Realistic Mathematics Education, Mobile Technology & The Bridge21 Model For 21st Century Learning - A Perfect Storm. In H. T. J. Crompton (Ed.), Mobile Learning and Mathematics: Foundations, Design and Case Studies (pp. 96- 105): Routledge.
    • Zacharia, Z. C., & de Jong, T. (2014). The Effects on Students' Conceptual Understanding of Electric Circuits of Introducing Virtual Manipulatives within a Physical ManipulativesOriented Curriculum. Cognition and Instruction, 32(2), 101-158.
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