Philippine E-Journals

References:

1. Adebayo, F., & Olufunke, B. T. (2015). Generative and predict-observe-explain instructional strategies: Towards enhancing basic science practical skills of lower primary school pupils. International Journal of Elementary Education, 4(4), 86-92.
2. Alea, L. A., Fabrea, M. F., Roldan, R. D. A., & Farooqi, A. Z. (2020). Teachers' Covid-19 awareness, distance learning education experiences and perceptions towards institutional readiness and challenges. International Journal of Learning, Teaching and Educational Research, 19(6), 127-144.
3. Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Online Submission, 7(2), 90-109.
4. Arghode, V., & Wang, J. (2016). Exploring trainers’ engaging instructional practices: a collective case study. European Journal of Training and Development.
5. Asheela, E. N. (2017). An intervention on how using easily accessible resources to carry out hands-on practical activities in science influences science teachers’ conceptual development and dispositions. Unpublished Master’s thesis, Rhodes University, Grahamstown.
6. Barrow, J., Forker, C., Sands, A., O'Hare, D., & Hurst, W. (2019). Augmented reality for enhancing life science education.
7. Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
8. Bunce, L., Baird, A., & Jones, S. E. (2017). The student-as-consumer approach in higher education and its effects on academic performance. Studies in Higher Education, 42(11), 1958-1978.
9. Chan, K. K. H., Xu, L., Cooper, R., Berry, A., & van Driel, J. H. (2021). Teacher noticing in science education: do you see what I see?. Studies in Science Education, 57(1), 1-44.
10. Chin, J. M. C., Ching, G. S., del Castillo, F., Wen, T. H., Huang, Y. C., del Castillo, C. D., ... & Trajera, S. M. (2022). Perspectives on the Barriers to and Needs of Teachers’ Professional Development in the Philippines during COVID-19. Sustainability, 14(1), 470.
11. Coto, C. (2018). What Are Explainer Videos, and Why Are They So Popular.
12. David, Geelan, (2020). Physical Science Teacher Skills in a Conceptual Explanation
13. DeBoer, G. (2019). A history of ideas in science education. Teachers college press.
14. Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., ... & Van Dooren, W. (2015). Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and teacher education, 47, 82-92.
15. Donohue, J. M., & Miller, E. (2020). COVID-19 and school closures. Jama, 324(9), 845-847.
16. Eisenberg, R. (2021). Tips for Creating Explainer Videos to Support AAC. Leader Live.
17. Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning inequality during the COVID-19 pandemic (No. ve4z7). Center for Open Science.
18. Espe, I. S. (2021). Teachers’ Use of Video in English Lessons: A Qualitative Study in Norwegian Upper Secondary Schools (Master's thesis, uis).
19. Fontanos, N., Gonzales, J. F., Lucasan, K., & Ocampo, D. S. (2020). Revisiting Flexible Learning Options (FLOs) in Basic Education in the Philippines: Implications for Senior High School (SHS). UP CIDS Education Research Program.
20. Gunba ,s, N. Students (2020). Solve Mathematics Word problems in Animated Cartoons. Malays. Online J. Educ. Technol.2020,8.
21. Gunawan, G., Harjono, A., Hermansyah, H., & Herayanti, L. (2019). GUIDED INQUIRY MODEL THROUGH VIRTUAL LABORATORY TO ENHANCE STUDENTS'SCIENCE PROCESS SKILLS ON HEAT CONCEPT. Jurnal Cakrawala Pendidikan, 38(2), 259-268.
22. Haider, S. A., Qureshi, M. M., Pirzada, S. S., & Shahzadi, I. (2015). A study of student’s motivation and its relationship with their academic performance. Journal of Resources Development and Management, 8(9), 9-17.
23. Harlen, W., & Qualter, A. (2018). The teaching of science in primary schools. David Fulton Publishers.
24. Harrison, K. (2018). What You Really Need To Know About Explainer Videos. Forbes. URL: www.forbes.com/sites/kateharrison/2018/04/06/what-you-really-need-to-know-about-explainer-videos.
25. Hawe, E., & Dixon, H. (2017). Assessment for learning: a catalyst for student self-regulation. Assessment & Evaluation in Higher Education, 42(8), 1181-1192.
26. Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational research review, 17, 63-84.
27. Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681.
28. Hultén, M., & Björkholm, E. (2016). Epistemic habits: primary school teachers’ development of pedagogical content knowledge (PCK) in a design-based research project. International Journal of Technology and Design Education, 26(3), 335-351.
29. Jamil, F. M., Linder, S. M., & Stegelin, D. A. (2018). Early childhood teacher beliefs about STEAM education after a professional development conference. Early childhood education journal, 46(4), 409-417.
30. Jevons, F. R. (2022). The teaching of science: education, science and society. Taylor & Francis.
31. King, D. L. (2018). Types of Videos to Make. Library Technology Reports, 54(7), 12-19.
32. Klippel, A., Zhao, J., Jackson, K. L., La Femina, P., Stubbs, C., Wetzel, R., ... & Oprean, D. (2019). Transforming earth science education through immersive experiences: Delivering on a long held promise. Journal of Educational Computing Research, 57(7), 1745-1771.
33. Kobilka, S. S. (2017). The impact of pre-visit connectedness training for STEM role models visiting formal STEM classrooms.
34. Krämer, A., & Böhrs, S. (2017). How Do Consumers Evaluate Explainer Videos? An Empirical Study on the Effectiveness and Efficiency of Different Explainer Video Formats. Journal of Education and Learning, 6(1), 254-266.
35. Krämer, A., & Böhrs, S. (2018). The use of explainer videos as a learning tool: an internal and external view. In On the Line (pp. 189-202). Springer, Cham.
36. Kulgemeyer, Christoph  & Riese, Josef , (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations  
37. Kulgemeyer, C. (2018). Towards a framework for effective instructional explanations in science teaching. Studies in Science Education, 54(2), 109-139.
38. Kulgemeyer, C., & Wittwer, J. (2021). When Learners Prefer the Wrong Explanation: Misconceptions in Physics Explainer Videos and the Illusion of Understanding.
39. Kulgemeyer, C., & Wittwer, J. (2021). When Learners Prefer the Wrong Explanation: Misconceptions in Physics Explainer Videos and the Illusion of Understanding.
40. Kyado, J., Achor, E. E., & Adah, E. (2021). Identification of Difficult Concepts in Chemistry by Some Secondary School Students and Teachers in Nigeria. Journal of the International Centre for Science, Humanities and Education Research, 5(1), 85-98.
41. Lang, G. The Relative Efficacy of Video and Text Tutorials in Online Computing Education. Inf.Syst. Educ. J. 2016, 14, 33-43
42. Larimore, R. A. (2020). Preschool science education: A vision for the future. Early Childhood Education Journal, 48(6), 703-714.
43. Laudonia, I., Mamlok-Naaman, R., Abels, S., & Eilks, I. (2018). Action research in science education–an analytical review of the literature. Educational action research, 26(3), 480-495.
44. Leonor, J. P. (2015). Exploration of conceptual understanding and science process skills: A basis for differentiated science inquiry curriculum model. International Journal of Information and Education Technology, 5(4), 255.
45. Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 39(1), 67-71.
46. Lydia, M. M., & Joash, A. M. (2015). Teacher qualification and students’ academic performance in science mathematics and technology subjects in Kenya. International Journal of Educational Administration and Policy Studies, 7(3), 83-89.
47. Mills, R., Bourke, T., & Siostrom, E. (2020). Complexity and contradiction: Disciplinary expert teachers in primary science and mathematics education. Teaching and Teacher Education, 89, 103010.
48. Mohan, R. (2019). Innovative science teaching. PHI Learning Pvt. Ltd..
49. Muñoz, M. A., & Guskey, T. R. (2015). Standards-based grading and reporting will improve education. Phi Delta Kappan, 96(7), 64-68.
50. Mupa, P., & Chinooneka, T. I. (2015). Factors Contributing to Ineffective Teaching and Learning in Primary Schools: Why Are Schools in Decadence?. Journal of education and practice, 6(19), 125-132.
51. Ocasio, A., Waltzer, T., Caudy, C., & Kloos, H. (2021). Are preschoolers expected to learn difficult science constructs? A content analysis of US standards. Journal of Childhood, Education & Society, 2(3), 365-391.
52. Panisoara, I. O., Lazar, I., Panisoara, G., Chirca, R., & Ursu, A. S. (2020). Motivation and continuance intention towards online instruction among teachers during the COVID-19 pandemic: The mediating effect of burnout and technostress. International Journal of Environmental Research and Public Health, 17(21), 8002.
53. Pino, S., Carman, M. J., & Bestagini, P. (2021). What's wrong with this video? Comparing Explainers for Deepfake Detection. arXiv preprint arXiv:2105.05902.
54. Robosa, J., Paras, N., Perante, L., Alvez, T., & Tus, J. (2021). The experiences and challenges faced of the public school teachers amidst the COVID-19 pandemic: A phenomenological study in the Philippines. International Journal Of Advance Research And Innovative Ideas In Education, 7(1), 10-6084.
55. Salleh, W. N. W. M., Ahmad, C. N. C., & Setyaningsih, E. (2021). Difficult topics in Biology from the view point of students and teachers based on KBSM implementation. EDUCATUM Journal of Science, Mathematics and Technology, 8(1), 49-56.
56. Santos, L. F. (2017). The role of critical thinking in science education. Online Submission, 8(20), 160-173.
57. Sedej, T. (2019). The digital economy: the use of explainer videos in SMEs' communication. International Journal of Diplomacy and Economy, 5(2), 150-162.
58. Shahiri, A. M., & Husain, W. (2015). A review on predicting student's performance using data mining techniques. Procedia Computer Science, 72, 414-422.
59. Sharon, A. J., & Baram‐Tsabari, A. (2020). Can science literacy help individuals identify misinformation in everyday life?. Science Education, 104(5), 873-894.
60. Siayah, S. (2020). A Brief Explanation of Science Education.
61. Siew, N. M., Amir, N., & Chong, C. L. (2015). The perceptions of pre-service and in-service teachers regarding a project-based STEM approach to teaching science. SpringerPlus, 4(1), 1-20.
62. Singh, S. P., Malik, S., & Singh, P. (2016). Research paper factors affecting academic performance of students. Indian Journal of Research, 5(4), 176-178.
63. Sjöström, J., Eilks, I., & Zuin, V. G. (2016). Towards eco-reflexive science education. Science & Education, 25(3), 321-341.
64. Skamp, K., & Preston, C. (Eds.). (2017). Teaching primary science constructively. Cengage AU.
65. Song, Y. (2018). Improving primary students’ collaborative problem solving competency in project-based science learning with productive failure instructional design in a seamless learning environment. Educational Technology Research and Development, 66(4), 979-1008.
66. Subasi, M. (2020). Modeling the Relationships among Mastery Goal Orientations, Positive Coping Strategy, and Motivational Beliefs in Science. Science Education International, 31(4), 328-333.
67. Toquero, C. M. (2020). Challenges and opportunities for higher education amid the COVID-19 pandemic: The Philippine context. Pedagogical Research, 5(4).
68. Tria, J. Z. (2020). The COVID-19 pandemic through the lens of education in the Philippines: The new normal. International Journal of Pedagogical Development and Lifelong Learning, 1(1), 2-4.
69. Ullmann, J. (2018). ‘Design-Based Research’as an innovative research methodology: developing explainer videos for language learning purposes. In EDULEARN18 Proceedings (pp. 7050-7050). IATED.
70. van Aalderen‐Smeets, S. I., & Walma van der Molen, J. H. (2015). Improving primary teachers’ attitudes toward science by attitude‐focused professional development. Journal of research in science teaching, 52(5), 710-734.
71. Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., ... & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: a rapid systematic review. The Lancet Child & Adolescent Health, 4(5), 397-404.
72. Vojíř, K., & Rusek, M. (2019). Science education textbook research trends: a systematic literature review. International Journal of Science Education, 41(11), 1496-1516.
73. Windschitl, M., Thompson, J., & Braaten, M. (2020). Ambitious science teaching. Harvard Education Press.
74. Windschitl, M., Thompson, J., & Braaten, M. (2020). Ambitious science teaching. Harvard Education Press.
75. Yokoyama, S. (2019). Academic self-efficacy and academic performance in online learning: A mini review. Frontiers in psychology, 9, 2794.
76. York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical assessment, research, and evaluation, 20(1), 5