Evidence map›Paper›PMID 41132606›Full record

ArticleFrontiers in psychology2025

Enhancing professional development in digital STEM education: cross-disciplinary success factors and barriers.

Mientje Lüsse, Ronja Sowinski, Larissa-Marie Stamer, Simone Abels, Maja Brückmann

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

5 authors.

Mientje LüssePrimary Science Education and Social Studies, School I, Department of Educational Sciences, University of Oldenburg, Oldenburg, Germany.
Ronja SowinskiNatural Science Education, School of Sustainability, Institute of Sustainable Chemistry (INSC), Leuphana University Lueneburg, Lueneburg, Germany.
Larissa-Marie StamerNatural Science Education, School of Sustainability, Institute of Sustainable Chemistry (INSC), Leuphana University Lueneburg, Lueneburg, Germany.
Simone AbelsNatural Science Education, School of Sustainability, Institute of Sustainable Chemistry (INSC), Leuphana University Lueneburg, Lueneburg, Germany.
Maja BrückmannPrimary Science Education and Social Studies, School I, Department of Educational Sciences, University of Oldenburg, Oldenburg, Germany.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

The increasing integration of digital tools into teaching presents opportunities to enhance interactivity, flexibility, and student-centeredness for science education. However, for these opportunities to be fully realized, teachers need to develop the necessary competencies and positive beliefs to effectively incorporate digital media into their pedagogical practices. Therefore, offering high-quality professional development (PD) is essential. Such programs provide teachers with hands-on training, strengthen their self-efficacy, and support student-centered teaching strategies, including the reflective use of digital media. Our ministry-funded project

Indexed as

digitalizationdigital media educationICT skillsin-service teacher educationout-of-school student labsscience education

Identifiers

PMID41132606
PMCPMC12540333

What OpenQuestion holds

Textmetadata
LicenceCC BY
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.