Michael Komorek

Examining Science Education in ChatGPT: An Exploratory Study of Generative Artificial Intelligence

<p>Layers of generality and types of generalization in pattern activities</p>

Distributed Cognition in a Sixth-Grade Classroom

Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)

Phases of inquiry-based learning: Definitions and the inquiry cycle

Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning

A teoria subjacente aos mapas conceituais e como elabora-los e usa-los

Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration

Encouraging conceptual change: the use of bridging analogies in the teaching of action–reaction forces and the ‘at rest’ condition in physics

Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Effects of ‘Environmental Chemistry’ Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

The Effect of Student-Centered Approaches on Students’ Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Inquiry-Based, and Discussion-Based Approaches

Rethinking feedback practices in higher education: a peer review perspective

Tutor learning: the role of explaining and responding to questions

Meaningful learning: The essential factor for conceptual change in limited or inappropriate propositional hierarchies leading to empowerment of learners

Where's the evidence that active learning works?

Learning in the liminal space: a semiotic approach to threshold concepts

Towards information literacy indicators

The impact of socio‐economic status on participation and attainment in science

Putting Education in “Educational” Apps

Gestures: Their Role in Teaching and Learning

Delayed Understanding and Staying in Phase: Students’ Perceptions of their Study Situation

Research in Science Education - Past, Present, and Future

Fostering conceptual change by analogies—between Scylla and Charybdis