Gerald G. Tembrevilla, PHD
Associate 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
Lin, M. P. C., Huang, J. Y., Chang, D. H., Tembrevilla, G., Bowen, G. M., Poitras, E., Janarthanan, V., & Ryoo, J. (2026). Open-Source Large Language Models in Education: A Narrative Review of Evidence, Pedagogical Roles, and Learning Outcomes. AI in Education, 2(1), 4. https://doi.org/10.3390/aieduc2010004
Lin, Michael Pin-Chuan and Huang, Jing-Yuan and Chang, Daniel and Tembrevilla, Gerald and Bowen, G. Michael and Poitras, Eric and Janarthanan, Vasudevan and Ryoo, Jeeho, Mapping Open-Source Large Language Models in Education: A Review of Evidence, Pedagogical Roles, and Learning Outcomes (December 14, 2025). https://ssrn.com/abstract=6079527
Tembrevilla, G., Zhang, W., Bowen, G. M., Lin, M. P. C., Montebon, D. R., & Ryoo, J. (2026). Where are the teachers? Rethinking AR/VR research in teacher education. In Proceedings of the American Society for Engineering Education Annual Conference & Exposition (Charlotte, NC, United States; June 21–24, 2026 https://peer.asee.org/60775
Lin, M. P. C., Poitras, E., Tembrevilla, G., Bowen, G. M., Lobczowski, N., Chang, D. H., Huang, J. Y., Lan, Y. F., & Ryoo, J. (2026). Amplifier or substitute? A rapid review of generative AI in higher education active learning tasks and self-regulated learning. In Proceedings of SITE 2026 (pp. 799–808). Association for the Advancement of Computing in Education (AACE). March 23-26, 2026. https://www.learntechlib.org/primary/p/2129063/
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