M. Penn

发表

Assessing the role of implicit scaffolding in facilitating virtual physical sciences learning

U. Ramnarain, M. Penn, 2019 .

South African Grade 12 Science Students’ Understandings of Scientific Inquiry

U. Ramnarain, M. Penn, 2021, Science & Education.

South African primary school learners’ understandings about the nature of scientific inquiry

M. Kazeni, U. Ramnarain, M. Penn, 2020 .

South African university students’ attitudes towards chemistry learning in a virtually simulated learning environment

U. Ramnarain, M. Penn, 2019, Chemistry Education Research and Practice.

THE USE OF VIRTUAL LEARNING ENVIRONMENTS AND ACHIEVEMENT IN PHYSICS CONTENT TESTS

M. Penn, R. Umesh, 2019, Education and New Developments 2019.

EXTENDING NATURAL SCIENCES LEARNING IN PRE-SERVICE TEACHER EDUCATION USING AUGMENTED REALITY-ENHANCED INQUIRY

U. Ramnarain, M. Penn, 2022, Education and New Developments 2022 – Volume 2.

A COMPARATIVE ANALYSIS OF VIRTUAL AND TRADITIONAL LABORATORY CHEMISTRY LEARNING.

U. Ramnarain, M. Penn, 2019, Perspectives in Education.

An Investigation of South African Pre-service Teachers’ Use of Simulations in Virtual Physical Sciences Learning: Process, Attitudes and Reflections

U. Ramnarain, M. Penn, 2021, Virtual and Augmented Reality, Simulation and Serious Games for Education.

International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

N. Srisawasdi, P. Panjaburee, U. Ramnarain, 2021 .