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International Journal of Education in Mathematics, Science and Technology

January 2013 Volume 1, Number 1

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Table of Contents

Number of articles: 6

  1. Hybrid-Mentoring Programs for Beginning Elementary Science Teachers

    EunJin Bang

    This study examines four induction models and teacher changes in science teaching practices, as a result of several mentoring programs. It explores three different computer-mediated mentoring... More

    pp. 1-15

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  2. iPads as a Literacy Teaching Tool in Early Childhood

    Beth Beschorner & Amy Hutchison

    Considering the increased influence of digital technologies on daily life (Fallows, 2004) and young children's increased use of interactive technologies ("Children Now," 2007), early... More

    pp. 16-24

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  3. Examining Preservice Teachers' Classroom Management Decisions in Three Case-Based Teaching Approaches

    Yasemin Demiraslan-Çevik & Thomas Andre

    This study was aimed at comparing the impact of three types of case-based approaches (worked example, faded work example, and case-based reasoning) on preservice teachers' decision making and... More

    pp. 25-42

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  4. Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students

    Lori A. Norton-Meier, Brian Hand & Yuliya Ardasheva

    The purpose of this study was to identify and describe teaching actions--embedded in the "Science Writing Heuristic" approach, a systematic teaching approach that integrates literacy... More

    pp. 43-55

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  5. Preservice Teachers' Internet Addiction in Terms of Gender, Internet Access, Loneliness and Life Satisfaction

    Veysel Demirer, Bahadir Bozoglan & Ismail Sahin

    The aim of this study is to investigate pre-service teachers' Internet addiction in terms of gender, Internet accessibility, loneliness and life satisfaction. Statistical analyses were completed on... More

    pp. 56-63

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  6. Science and Technology Teachers' Views of Primary School Science and Technology Curriculum

    Nil Yildiz-Duban

    This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through... More

    pp. 64-74

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