<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thuthukile Jita</style></author><author><style face="normal" font="default" size="100%">Mamontsuoe Lintle Maraisane</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EARLY CHILDHOOD PRESERVICE TEACHERS’ EXPERIENCES OF TEACHING SCIENCE USING DIGITAL TOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital tools</style></keyword><keyword><style  face="normal" font="default" size="100%">Early childhood education</style></keyword><keyword><style  face="normal" font="default" size="100%">preservice teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">technology integration</style></keyword><keyword><style  face="normal" font="default" size="100%">TPACK</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4913729</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The integration of digital tools into early childhood science education creates new possibilities for interactive and engaging learning experiences, enabling young children to understand abstract scientific concepts better and stimulate their curiosity. These technologies have the potential to reshape how children explore scientific ideas by engaging with concepts through digital tools. However, despite these promising opportunities, their use also presents several challenges for educators. Framed by the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative case study examined the experiences and educational practices of preservice teachers as they integrated digital tools during their teaching practicum. Data were generated through semi-structured interviews and classroom observations involving ten preservice teachers, and were analyzed thematically. The findings reveal that participants mainly selected digital tools based on pedagogical considerations, including learner engagement, conceptual understanding, and alignment with the curriculum. While participants reported positive effects on learners, they also identified several constraints related to the use of digital tools and emphasized the need for professional training. This study concludes that meaningful technology integration in early childhood science education is driven by pedagogy rather than technology itself. Such integration is strengthened through coherent, practice-oriented preservice teacher preparation that aligns theoretical knowledge with scaffolded opportunities for classroom enactment and reflection.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">475-488</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Elizabeth Darko Agyei</style></author><author><style face="normal" font="default" size="100%">Thuthukile Jita</style></author><author><style face="normal" font="default" size="100%">Loyiso C. Jita</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EXAMINING THE EFFECTIVENESS OF SIMULATION-BASED LESSONS IN IMPROVING THE TEACHING OF HIGH SCHOOL PHYSICS: GHANAIAN PRE SERVICE TEACHERS’ EXPERIENCES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">high school physics</style></keyword><keyword><style  face="normal" font="default" size="100%">ICT</style></keyword><keyword><style  face="normal" font="default" size="100%">interactive teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers</style></keyword><keyword><style  face="normal" font="default" size="100%">simulation-based lessons</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2019</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2019</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2019/987-1576224886.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">18</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teacher-dominated approach is still the most adopted teaching strategy in Ghanaian high schools despite the Government of Ghana’s initiatives to support technology-oriented, learner-centred and interactive teaching practices. This study examined the effectiveness of simulation-based lessons in improving the teaching of high school physics by adapting the five dimensions for meaningful learning with information and communication technology model by Howland, Jonassen and Marra (2012) as a theoretical lens. Using an explanatory case study design, eight pre-service physics teachers from the University of Cape Coast, Ghana were engaged to develop and design simulation-based physics lessons in design teams and enact these lessons among themselves in microteaching sessions. Results showed that the simulation-based lessons were effective in that the pre-service teachers’ teaching practices improved to be learner-centred and interactive. The results also suggested that although a combination of all the dimensions of meaningful learning was key to the effectiveness observed with each of the simulation-based lessons, the Cooperative dimension was found to possess a unique potential for sustaining the other dimensions in order to facilitate improvements in the teaching of physics with simulations.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">816-832</style></section></record></records></xml>