Journal of Technology and Science Education

The Journal of Technology and Science Education (JOTSE) has been created as a contribution to the development and improvement of scientific and technological education by constituting a common space to share experiences to all those who, somehow, are involved in the teaching and learning processes of engineering studies, in all modalities.

This journal aims at publishing two issues a year besides special editions. This scholarly periodical will serve as a meeting space for teaching innovation of the academic community wishing to analyse or observe methodological and pedagogical factors that may influence and enhance the learning experience of engineers.

Focus and scope

Announcements

 

Printed Edition Vol. 11, No. 2 (2021)

  

Printed edition of  Journal of Technology and Science Education Vol 11, No. 2 (2021)

Buy this book on Lulu

  
Posted: 2021-10-13 More...
 

Printed Edition Vol. 11, No. 1 (2021)

  

Printed edition of  Journal of Technology and Science Education Vol 11, No. 1 (2021)

Buy this book on Lulu

  
Posted: 2021-03-31 More...
 

Offering special issues on international conferences

  
JOTSE offers the possibility of publishing special issues on international conferences according to some criteria and conditions of publication.  
Posted: 2021-02-22 More...
 
More Announcements...

Vol 11, No 2 (2021)

Table of Contents

ARTICLE

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom
Vicent Fornons, Ramon Palau, Raúl Santiago
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227-244
How classroom acoustics influence students and teachers: A systematic literature review
Jordi Mogas Recalde, Ramon Palau, Marian Márquez
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245-259
Launching a solidarity campaign: Technology-enhanced project-based language learning to promote entrepreneurial education and social awareness
Melinda Dooly, Dolors Masats, Maria Mont
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260-269
The effectiveness of the use of the Android-based Carom games comic integrated to discovery learning in improving critical thinking and mathematical representation abilities
Mega Septiana Ika Rahayu, Heru Kuswanto
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270-283
Web-based ionic liquids learning media to measure the competence of the Polytechnic student
Ina Yulianti, Ida Hamidah, Mumu Komaro, Ahmad Mudzakir, Maizam Alias
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284-294
Students’ perceptions of the project based on the potential of their region: A Project-based learning implementation
Syahril Syahril, Rahmat Azis Nabawi, Dian Safitri
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295-314
Engineering instructor perception of problem- and project- based learning: Learning, success factors and difficulties
Mikel Garmendia, Zaloa Aginako, Xabier Garikano, Eneko Solaberrieta
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315-330
Virtual escape room and STEM content: Effects on the affective domain on teacher trainess
Félix Yllana Prieto, Jin Su Jeong, David González-Gómez
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331-342
Developing computer-assisted formative feedback in the light of resource theory: A case on heat concept
Ahmad Suryadi, Sentot Kusairi
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343-356
The effect of digital eco-learning in student worksheet flipbook to environmental project literacy and pedagogic competency
Sumarmi Sumarmi, Muhammad Aliman, Tuti Mutia
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357-370
Analysis of science process skills of chemical education students through self project based learning (SjBL) in the pandemic COVID 19 era
Rusmini Rusmini, Suyono Suyono, Rudiana Agustini
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371-387
On assessment and evaluation of teaching computer networks to electrical engineering students by the aid of a lab course
Atef Abdrabou, Walid Shakhatreh
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388-402
Prospective primary teachers’ views on the nature of science
Rafael Amador-Rodríguez, Agustín Adúriz-Bravo, Jorge Alberto Valencia Cobo, Roberto Reinoso Tapia, Jaime Delgado Iglesias
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403-418
The integration of dilemmas stories with STEM-project-based learning: Analyzing students’ thinking skills using Hess’ cognitive rigor matrix
Yuli Rahmawati, Afrizal Afrizal, Devina Dwi Astari, Alin Mardiah, Dyah Budi Utami, Sukro Muhab
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419-439
Perception of the Next Generation Science Standard instructional practices among Vietnamese pre-service and in-service teachers
Nguyen Thi Thuy Hang, Niwat Srisawasdi
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440-456
Science and engineering practices in the content of Greek middle school physics textbooks about forces and motion
Margarita Papakonstantinou, Michael Skoumios
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457-473
Chemical bonding successful learning using the “Chebo collect game”: A case study
Achmad Lutfi, Rusly Hidayah, Sukarmin Sukarmin, Kusumawati Dwiningsih
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474-485
Incorporating Kahoot! in core engineering courses: Student engagement and performance
Victor Chernov, Sivan Klas, Yael Furman Shaharabani
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486-497
Development of material contents and online assessment based on the SEVIMA EdLink platform for online learning of program evaluation subject during Covid-19 pandemic in Indonesia
Dewa Gede Hendra Divayana, Agus Adiarta, P. Wayan Arta Suyasa
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498-512
Development and validation of web-based STEAM online platform to improve learning quality in pre-service Chemistry teacher
Elda Frediana Rety Kartika, Elfi Susanti VH, Nurma Yunita Indriyanti
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513-525
The use of physics pocketbook based on augmented reality on planetary motion to improve students' learning achievement
Nadi Suprapto, Handal Setyo Ibisono, Husni Mubarok
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526-540
Evaluation of self-regulated learning on problem-solving skills in online basic Physics learning during the COVID-19 pandemic
Ahmad Abtokhi, Budi Jatmiko, Wasis Wasis
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541-555
The impact of developing a blended learning sub-system on students online learning engagement
Mewati Ayub, Hapnes Toba, Maresha Caroline Wijanto, Roy Parsaoran, Ariyanto Sani, Yolanda Trixie Hernita
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556-568
The effect of guided discovery instructional strategy on grade nine learners' performance in chemical reactions in Mankweng circuit, South Africa
Israel Kibirige, Rebecca Mampageti Maake
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569-580
The effect of the use of indigenous knowledge-based Physics comics of Android-based marbles games on verbal representation and critical thinking abilities in Physics teaching
Almira Eka Damayanti, Heru Kuswanto
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581-593