Gerald G. Tembrevilla, PHD
Assistant Professor
Office: Seton Academic Centre 421
Phone: (902) 457-5513
E-mail: gerald.tembrevilla@msvu.ca
Website: https://blogs.ubc.ca/phdandbeyond/
Co-Editor-in-Chief: Journal of Research in Science, Mathematics and Technology Education
Research and Teaching Interests
STEM Teacher Education
Augmented and Virtual Reality Technology Integration
Experiential learning and hands-on learning in K-12 STEAM
Educational Technologies; Collaborative Learning Technologies
Threshold concepts in science, physics, and engineering education
STEAM (science, technology, engineering, arts, math) Public Outreach
Empathy, systems thinking, and metacognition in engineering education
Background
Post-doctoral Fellowship, Faculty of Engineering, McMaster University, 2021
PhD, Science (Physics) Education, The University of British Columbia – Vancouver, 2020
PhD Fellowship – UCLA, Graduate School of Education & Information Studies, 2019
PhD Fellowship – University of Cambridge, U.K., Faculty of Education, 2019
PhD Fellowship – ETH-Zurich, Physics Education Research Group, 2019
MA, Science (Physics) Education, Okayama University, Japan, 2012
STEM Education Teacher-Training – Monbugakusho (MEXT, Japan), 2009
BSEd, Physics Majors, West Visayas State University, Iloilo City, Philippines, 1998
Select Publications
Tembrevilla, G., Rosano, D., Magno, R., & Manicio, M.T. (2025). Integrating FoK and TPACK in action research: The impact of video creation workshops on pre-service science teachers. The European Educational Researcher,1-24. https://doi.org/10.31757/euer.831
Tembrevilla, G., Milner-Bolotin, M., & Gomez, K. (2025). Examining public rural science high school teachers’ use of technology: portraiture in educational action research. Educational Action Research, 1–17. https://doi.org/10.1080/09650792.2025.2493687
Tembrevilla, G., & Milner-Bolotin, M. (2025). Expanding Teacher’s technological, pedagogical, and content knowledge with funds of knowledge: An exploratory STEM professional development model using video creation workshops. Future in Educational Research, 3(1), 127–145. https://doi.org/10.1002/fer3.67
Tembrevilla, G., & Jabin Toma, M (2025). The 100-mile diet adaptations: Addressing climate anxiety through educational technology and experiential learning. Proceedings of the Annual Conference and Exposition American Society for Engineering Education (ASEE), Computers in Education Division (COED), Montreal, Quebec, Canada, 1-18. https://peer.asee.org/55897
Toma, M. J., Tembrevilla, G., & Milner‐Bolotin, M. (2025). Investigating pedagogical opportunities of educational technologies in developing countries: Physics education technology workshops for Bangladeshi science, technology, engineering and mathematics teachers. Future in Educational Research, 3(1), 92-110. https://doi.org/10.1002/fer3.51
Tembrevilla, G., Toma, M. J., & Milner-Bolotin, M. (2024). Enhancing STEM education: Integrating collaborative technologies in micro-teaching for pre-service teachers. Proceedings of the Annual Conference and Exposition American Society for Engineering Education (ASEE), Computers in Education Division (COED) Portland, Oregon, U.S.A., 1-17 https://peer.asee.org/47315
Tembrevilla, G., Phillion, A., & Zeadin, M. (2024). Experiential learning in engineering education: A systematic literature review. Journal of Engineering Education (Washington, D.C.), 113(1), 195-218. https://doi.org/10.1002/jee.20575
Tembrevilla, G., & Milner-Bolotin, M. (2024). Reimagining micro-teaching through collaborative technology implementation: Supporting preservice STEM teachers as reflective practitioners. In J. Pattison-Meek & C. Phillips (Eds.), Pedagogies of Practicum – Post-Pandemic Reflections on Innovation in Practice Teaching (pp. 267-286). Peter Lang International Academic Publishing Group. https://doi.org/10.3726/b22164
Banack, H., & Tembrevilla, G. (2024). ‘Not elsewhere specified’: a case study of preservice teachers’ perceptions and practices of outdoor learning. Teachers and Teaching, 31(5), 867-881. https://doi.org/10.1080/13540602.2024.2389382
Clarkston, B.E., Lipsen, L.P.J., & Tembrevilla, G. (2024). Exploring biological variation and the value of natural history collections using an online lesson. CourseSource 11. https://doi.org/10.24918/cs.2024.33
Tembrevilla, G., Nesbit, S., Ostafichuk, P., & Ellis, N. (2023). Developing Transdisciplinarity in First Year Engineering. Journal of Engineering Education 112(1), 43–63. https://doi.org/10.1002/jee.20497
Tembrevilla, G., & Phillion, A. (2023). First-Year Students in Experiential Learning in Engineering Education: A Systematic Literature Review. Proceedings of the Annual Conference and Exposition American Society for Engineering Education (ASEE), Baltimore, MD., U.S.A., 1-17. https://peer.asee.org/43718
Tembrevilla, G., Phillion, A., Ebrahimi, S. (2022). Collaborative Teaching Model: Synergy of Teaching Assistants in a First-year Engineering Course During the Pandemic. Proceedings of the Annual Conference and Exposition American Society for Engineering Education (ASEE), Minneapolis, MN., U.S.A., 1-12. https://peer.asee.org/40372
Banack, H., Robillard, A., Robson, C., & Tembrevilla, G. (2022). Fresh Air: Opening Doors to Uncertainty. Runner – The Journal of the Health and Physical Education of the Alberta Teachers’ Association, 53(1), 34-41. https://www.hpec.ab.ca/uploads/files/RunnerVol53No1-2022.pdf
Tembrevilla, G., Nesbit, S., Ostafichuk, P., & Ellis, N. (2021). First-year engineering students’ experiences and perceptions viewed through the lens of transdisciplinary knowledge and threshold concepts. Proceedings of the Annual Conference & Exposition American Society for Engineering Education (ASEE), Long Beach, California, U.S.A., 1-12. https://peer.asee.org/37196