Energy Learning Progression and STEM  Conceptualization Among Pre-service Science Teachers  in Japan and Indonesia

Please use this identifier to cite or link to this item: https://repository.unej.ac.id/xmlui/handle/123456789/116151

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DC Field	Value	Language
dc.contributor.author	PUTRA, Pramudya Dwi Aristya	-
dc.contributor.author	KUMANO, Yoshisuke	-
dc.date.accessioned	2023-05-15T02:33:35Z	-
dc.date.available	2023-05-15T02:33:35Z	-
dc.date.issued	2018-12-01	-
dc.identifier.uri	https://repository.unej.ac.id/xmlui/handle/123456789/116151	-
dc.description.abstract	We explored energy learning progression and STEM conceptualization among pre-service science teachers (PSTs) in Japan and Indonesia. This study used a survey design to collect data using questionnaires on energy content knowl edge (energy forms, transformation, dissipation, and conservation) and STEM conceptualization (definition, connectedness, and visualization). Results indi cated that the Japanese PSTs have greater energy content knowledge than the Indonesian PSTs. Furthermore, content knowledge has a significant correlation with STEM conceptualization	en_US
dc.language.iso	en_US	en_US
dc.publisher	The New Educational Review	en_US
dc.subject	ENGINEER LEARNING PROGRESSION	en_US
dc.subject	STEM CONCEPTUALIZATION	en_US
dc.title	Energy Learning Progression and STEM Conceptualization Among Pre-service Science Teachers in Japan and Indonesia	en_US
dc.type	Article	en_US
dc.identifier.prodi	Fakultas Keguruan Ilmu Pendidikan	en_US
Appears in Collections:	LSP-Jurnal Ilmiah Dosen

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