Bibliography

BOOKS

• • Herr, N. (2008). The Sourcebook for Teaching Science – Strategies, Activities, and Instructional Resources.San Francisco. John Wiley. 584 pages. 

    • Herr, N. & Cunningham, J. (1999). Hands-On Chemistry Activities with Real-Life Applications. West Nyack, New York, Jossey-Bass (Prentice-Hall). 638 pages. 

    • Cunningham, J. & Herr, N. (1994).  Hands-On Physics Activities with Real-Life Applications. West Nyack, New York, Jossey-Bass (Simon & Schuster), 670 pages.

BIBLIOGRAPHY

• • Yoon, S. A., Anderson, E., Koehler-Yom, J., Klopfer, E., Sheldon, J., Wendel, D., ... & Evans, C. (2015). Design features for computer-supported complex systems learning and teaching in high school science classrooms.

  • Zacharia, Z. C., Manoli, C., Xenofontos, N., de Jong, T., Pedaste, M., van Riesen, S. A., ... & Tsourlidaki, E. (2015). Identifying potential types of guidance for supporting student inquiry when using virtual and remote labs in science: a literature review. Educational technology research and development, 63(2), 257-302.

  • Wang, T. H., & Yang, K. T. (2016). Technology-enhanced science teaching and learning: Issues and trends. In Science Education Research and Practice in Asia (pp. 461-481). Springer Singapore.

  • Cheung, A., Slavin, R. E., Lake, C., & Kim, E. (2016). Effective secondary science programs: A best-evidence synthesis. In annual meeting of the Society for Research on Educational Effectiveness, Washington, DC

  • Chiu, T. K., & Churchill, D. (2016). Adoption of mobile devices in teaching: changes in teacher beliefs, attitudes and anxiety. Interactive Learning Environments, 24(2), 317-327.

  • Campbell, T., Longhurst, M. L., Wang, S. K., Hsu, H. Y., & Coster, D. C. (2015). Technologies and Reformed-Based Science Instruction: The Examination of a Professional Development Model Focused on Supporting Science Teaching and Learning with Technologies. Journal of Science Education and Technology, 24(5), 562-579.

  • Barrett, T. J., Stull, A. T., Hsu, T. M., & Hegarty, M. (2015). Constrained interactivity for relating multiple representations in science: when virtual is better than real. Computers & Education, 81, 69-81.

  • Isiksal-Bostan, M., Sahin, E., & Ertepinar, H. (2015). Teacher Beliefs toward Using Alternative Teaching Approaches in Science and Mathematics Classes Related to Experience in Teaching. International Journal of Environmental and Science Education, 10(5), 603-621.

  • Gu, J., & Belland, B. R. (2015). Preparing Students with 21st Century Skills: Integrating Scientific Knowledge, Skills, and Epistemic Beliefs in Middle School Science Curricula. In Emerging Technologies for STEAM Education (pp. 39-60). Springer International Publishing.

  • Rutten, N., van der Veen, J. T., & van Joolingen, W. R. (2015). Inquiry-based whole-class teaching with computer simulations in physics. International journal of science education, 37(8), 1225-1245.

  • Cheng, M. T., Chen, J. H., Chu, S. J., & Chen, S. Y. (2015). The use of serious games in science education: a review of selected empirical research from 2002 to 2013. Journal of Computers in Education, 2(3), 353-375.

  • Ross, K., Lakin, L., McKechnie, J., & Baker, J. (2015). Teaching secondary science: Constructing meaning and developing understanding. Routledge.

  • Butcher, J. (2016). Can tablet computers enhance learning in further education?. Journal of Further and Higher Education, 40(2), 207-226.

    • Herr, N. (2013). Everyone in the Pool! Collaborative Data Analysis in the Science Classroom. HP Catalyst Academy. (http://hpca-cscs.com)

    • Herr, N., & Rivas, M. (2014). Using Cloud-Based Collaborative Resources to Conduct Continuous Formative Assessment. Proceedings of the 12th Annual Hawaii International Conference on Education. 5-8 January, Honolulu, HI: HICE.

    • Herr, N., & Rivas, M. (2014). Engaging Students in the Science and Engineering Practices of the Next Generation Science Standards (NGSS) with Computer Supported Collaborative Science (CSCS).Proceedings of the 12th Annual Hawaii International Conference on Education. 5-8 January, Honolulu, HI: HICE.

    • Foley, B., Reveles, J., Herr, N., Tippens, M., d'Alessio, M., Lundquist, L., Castillo, K.,& Vandergon, V. (2014) . Computer Supported Collaborative Science (CSCS): An Instructional Model for Teaching the NGSS.Proceedings of the 2014 International Meeting of the Association for Science Teacher Education. New York: Springer-ASTE.

    • Herr, N., Rivas, M. (2014). Computer Supported Collaborative Science (CSCS): Engaging Students in the Science and Engineering Practices of the Next Generation Science Standards (NGSS) with Computer Supported Collaborative Science (CSCS). Proceedings of the 2014 International Meeting of the Association for Science Teacher Education.

    • Herr, N., & Tippens, M. (2013) . Using scanning apps on smart phones to perform continuous formative assessments of student problem-solving skills during instruction in mathematics and science classes. In T. Bastiaens & G. Marks (Eds.). Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 1138-1143). Chesapeake, VA: AACE.

    • Herr, N., Rivas, M., Foley, B., d'Alessio, M. & Vandergon, V. (2012) . Using cloud-based collaborative documents to perform continuous formative assessment during instruction. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (pp. 612-615). Chesapeake, VA: AACE.

    • Herr, N., Rivas, M., Foley, B., Vandergon, V., d'Alessio, M., Simila, G., Nguyen-Graff, D. & Postma, H. (2012). Employing collaborative online documents for continuous formative assessments. In P. Resta (Ed.),Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3899-3903). Chesapeake, VA: AACE.