The inclusion of elements in the Next Generation Science Standards and the importance of preparing students for future challenges promoted the integration of science and technology concepts in K-12 education. As a result, educators had taken different approaches to integrate technology in their classrooms. However, few studies focused on exploring these approaches. The purpose of this study is to examine how technology is represented differently in K-12 classrooms. This study reviewed 74 peer-reviewed practitioner articles from NSTA's Science Scope and The Science Teacher journals. The results of our thematic analysis indicated six different ways used to integrate science and education: Design-build-test, experimentation in engineering, contextualized problem solving, innovation projects, reverse engineering, and optimization. The variations in the integration approaches reflect the multi-faceted nature of education. Future research can explore how students understand the practices when engaged in different modes of education.
In addition to technology development in the area of programming languages, there has been a shift from teacher-centred to student-centred pedagogy in recent years. Flipped classroom is a student-centred pedagogical approach which has received a substantial attention from researchers and teachers . It is characterized by giving more class time to learning activities and less to direct teaching. In the flipped classroom approach students are asked to self-study online instructional materials at home, whereby they can learn a subject topic prior to classes
