Volume 21 Issue 1

Dec., 2021


Table of Contents

 

 

Academic Articles Section

 

1.

A teacher's conceptions and practices of active learning in science teaching amid large scale curriculum reforms

[Full Text in English]

Thomas Dipogiso SEDUMEDI & Yiadom B. ATUAHENE

2.

The effectiveness of blended model of Argumentation Flipped Learning (AFL) in increasing students’ critical thinking skills: A case study of junior high schools during the Covid-19 period

[Full Text in English]

Raden Wakhid AKHDINIRWANTO

3.

Implementation of science technology engineering and mathematics approach in learning to critical thinking skills of fifth-grade elementary school students in Lampung Province

[Full Text in English]

Nelly ASTUTI, Riswandi, Ujang EFENDI & Nur RidhaUTAMI

 

General Articles Section

 

4.

Secondary science teachers’ perspectives of teaching outside their subject specialisation

[Full Text in English]

Shashi PRABHA

5.

Linking STEM education with the community

[Full Text in English]

Yeung Chung LEE, Valerie Wing Yan YIP, Victor Kwok-chi LAU, Eddie Siu-shu LAM, Bill Chi Ho YEUNG & Rex Hong Lok CHIM

6.

Unveiling science teachers’ attitudes, readiness and views about STEM education

[Full Text in English]

Fatma COŞTU, Rukiye BEKTAŞ & Bayram COŞTU

7.

Pre-service science teachers’ procedural and conceptual understanding on electric field

[Full Text in English]

Işık Saliha KARAL EYÜBOĞLU, Hava İPEK AKBULUT & Ayşegül SAĞLAM ARSLAN

8.

Effect of self-regulated learning strategies on students’ achievement in science: A meta-analysis

[Full Text in English]

Arniyuzie Mohd ARSHAD, Lilia HALIM & Nurfaradilla Mohd NASRI

 

 Exemplary Teaching Methods

 

9.

The fascinating physics inside a magazine or a newspaper

[Full Text in English]

Funda ÍRNEK

 

 Acknowledgement

 

[List of Reviewers]

Editorial Board

Discussion Forum and Readers' Comments/Feedback

Other published issues in this online periodical


Copyright (C) 2021 EdUHK APFSLT. Volume 21, Issue 1 (Dec., 2021). All Rights Reserved. ISSN 1609-4913.