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The revised Australian curriculum presents a new emphasis in primary schools on the process of Mathematical Modelling. A modelling focus brings close attention to confidence and capability with a potentially new problem-solving process, associated language, and pedagogical processes. This paper presents a Year 4 classroom modelling experience that arose as students planned their end-of-year party through Guided Mathematical Inquiry. Classroom video data captured two students working on vertical whiteboards as they formulated and solved a problem involving carrot sticks and dip. Findings reflect the students as doers of mathematics, engaged in productive struggle.

For students to engage in mathematical thinking, a greater emphasis is needed on the expectations of students, by themselves and others, as active listeners and explainers. As student responsibility for mathematical thinking and participation increases, the roles of the teacher and learner change. A qualitative study of changing classroom expectations in a Grade 2 class was conducted. The teacher saw her role shifting to that of facilitator and the students' expectations were as active listeners and explainers. The type of questions asked by the teacher was instrumental in whether justification and mathematical reasoning was elicited from all learners.

Online education should foster a growth mindset to promote active mobile learning in graduate education. This proposal describes how the author has used a growth mindset to deliver his online graduate educational technology course in a midwestern public university in the United States in an eight-week course in fall 2023. The author with over 20 years experiences of online instruction will share how he has used several deliberate and structured practices to properly foster a growth mindset to engage and challenge learners to maximize mobile instruction and learning in graduate students in education. The presentation has potential implications for online education internationally. [For the full proceedings, see ED659933.]

This study examines the effectiveness of the Center for Civic Education's Project Citizen teacher professional development program and curriculum intervention in producing positive student learning outcomes that support civic engagement. Through Project Citizen, students identify and research a problem in their community, explore solutions, consult with stakeholders, and develop an action plan. A three-year national study was conducted by the Civic Education Research Lab at Georgetown University from 2020-2023, during the height of the COVID-19 pandemic. The research employed randomized controlled trials of middle and high school students enrolled in Project Citizen and control group students who took a conventional civics class. The study confirmed the efficacy of project-based learning conveying civic skills and orientations conducive to civic engagement. Project Citizen students' problem-solving and civic expression skills improved significantly after the intervention. They reported a greater desire to turn out to vote if given the opportunity and felt better prepared to take part in the civic life of their community. The gains in civic skills and propensity for engagement were greater for Project Citizen students than those in the control group.

Incorporating climate change into education is critical for building a sustainable future and empowering the next generation to take action. This study aims to explore how a project-based club program influences middle school students' action competency in responding to climate change. For this aim, ten students who participated in a project-based club program in a boys' middle school were selected. A pre-test on relevant knowledge was surveyed, students' behaviors during the program were observed, and in-depth interviews were conducted after the program. The results revealed that students showed a better understanding of climate change and carbon neutrality concepts, increased sensitivities to climate change, deepened reflections on climate change activities, improved communication and decision-making abilities, and improved willingness to take action in climate change mitigation activities. It was concluded that the project-based club program has positively influenced students' action competency in responding to climate change. [For the full proceedings, see ED629086.]

Science education objectives in Brazil have evolved over time. Initially, the focus was on creating scientifically literate citizens who could relate scientific concepts to their daily lives. In 2017, the São Paulo City Curriculum for Natural Sciences was introduced to teach students scientific literacy through inquiry-based teaching methods. This study focused on the perceptions of teachers from an primary school in São Paulo who participated by filling out a Google Forms questionnaire. The findings revealed that the majority of participating teachers had undergone curriculum implementation training. While they considered the organization of disciplinary content to be similar to their previous teaching methods, they struggled with implementing inquiry-based teaching strategies and linking scientific content to the United Nation Foundation 2030 sustainable development goals. [For the full proceedings, see ED629086.]

A digital wall is a tool for students to structure and register their online work on mathematical problem-solving activities that involve the coordinated use of digital technologies. How could students use such digital wall to understand mathematical concepts and to develop problem-solving competencies? The aim of this study is to analyze and document the extent to which the students' use of the wall became a powerful tool to share, discuss, and refine their problem-solving approaches. To this end, the development of the sessions was structured around principles that foster an inquiry method that privileges the participants' formulation of questions; the systematic and coordinated use of digital technologies, and a support system for students to face technical and content questions. Results indicate that the use of a digital wall became a powerful tool for the participants to report and share their ideas and problem-solving approaches to refine and extend their solution methods. [For the complete proceedings, see ED658295.]

We articulate a framework for delineating student thinking in active, STEM-rich learning environments. Researchers have identified ways of reasoning that relate to specific content areas and practices within each of the STEM disciplines. However, attempts at characterizing student thinking in transdisciplinary STEM environments remains in its infancy, in need of theoretical and analytic frameworks to support this emerging research area (Li et al., 2019). This paper advances the field along both of these dimensions by articulating an analytic framework for student thinking in STEM contexts and operationalizing it through an analysis of two groups of students in elementary, informal learning situations. Our results suggest that student thinking, in these environments, is often grounded in personal experience and authority and consists of a rich mix of general and disciplinary-oriented reasoning. Implications are provided. [For the complete proceedings, see ED658295.]

In my Keynote Address to PME-NA 45, I offer an embodied framework for naming what makes mathematics powerful for mathematicians and scientists, yet intractable for many learners. The essential claim is this: Students reside in the Real World, where math is grounded, embodied and meaningful, while mathematics resides in the ungrounded, disembodied realm of the UnReal World. To make all educational experiences meaningful, I consider ways to prepare students to be tourists to the UnReal World, such as progressive formalization and immersion in eXtended Reality (XR). Even so, educators must remember that learners remain citizens of the Real World even when visiting the UnReal World. I share examples of how embodied learners make sense of UnReal things, method of making bridges between these worlds, and concerns that entrenched assessment practices neglect the nonverbal ways of knowing expressed by embodied learners. [For the complete proceedings, see ED657822.]

Student engagement is an impactful component of student experience in mathematics classrooms and can shape academic and affective outcomes. The measurement of engagement in classroom settings has been limited to self-report measures or observational frameworks which privilege verbal participation. By conducting a microanalysis of two students' engagement with a meaningful mathematics task in an inquiry-oriented discrete mathematics classroom, we provide evidence for embodiment as a lens through which to effectively observe behavioral, affective, and cognitive engagement. We emphasize embodiment's potential to (a) illuminate engagement which may have gone unnoticed under observational scales which privilege verbalization, (b) account for the multimodal nature of utterances, and (c) consider the broader classroom context in which students engage with mathematical tasks. [For the complete proceedings, see ED657822.]

In modern school education, the integration of technology has revolutionized traditional teaching methods and introduced innovative approaches to curriculum design. Class blogs and student blogs have emerged as dynamic web 2.0 tools that hold immense potential to transform the learning experience in schools. This abstract explores the utilization of class blogs and student blogs when both used as a dynamic curriculum strategy, highlighting their benefits, challenges, and implications for enabling active student engagement, collaborative learning, and the development of essential 21st-century skills. Class blogs, often managed by educators, offer a platform for disseminating course content, assignments, and supplementary materials that can be flexibly modified. The ability to integrate multimedia elements such as videos, images, and interactive quizzes further enhances the learning experience, catering to diverse learning styles and promoting deeper understanding. Additionally, student blogs empower learners to become content creators. These blogs provide students with a space to express their thoughts, reflect on their learning experiences, and share their insights with a wider audience. The use of both class blogs and student blogs to build a curriculum, when properly deployed, will promote active engagement and motivation by offering individualized and interactive learning environments. Blogs encourage the development of digital literacy skills and critical thinking, as students learn to navigate online platforms, create multimedia content, and evaluate digital sources. These skills are essential in the 21st-century workforce. However, challenges do exist in the implementation of class blogs and student blogs. Privacy and authentication of student's assignments in their own blogs which require educators to be creative in choosing assignments that promote differentiations. Educators must also devote time to train staff for this technology. [For the full proceedings, see ED652261.]

Due to the COVID-19 pandemic, there has been a significant change in college mathematics education toward online learning, which has advantages and disadvantages for students, instructors, and institutions. To ensure the effectiveness of online learning, it is crucial to understand the factors that influence its success. This study looks at the many variables that affect how the pandemic affects online college mathematics instruction. The article begins with a detailed literature review considering student characteristics, telecommunications infrastructure, instructional design, teacher-student interaction, and evaluation methods. Theoretical pillars of the research include social constructivism, the Technology Acceptance Model (TAM), self-regulated learning theory, and the Community of Inquiry Framework. The study highlights the importance of online mathematics instruction for meeting various learning needs and promoting educational equity, particularly in the COVID-19 era. Critical studies have emphasized the cognitive advantages of teaching mathematics via online learning objects, such as fostering mathematical thinking, problem-solving skills, metacognition, and learning transfer. It also looks at motivating factors, including interaction, relevance, authenticity, goal-setting, measuring progress, and opportunities for collaborative learning. A mathematical growth mindset is teaching mathematics using online learning objects, with strategies emphasizing effort, persistence, constructive criticism, a positive learning culture, and building a sense of community. We look at the neuroscientific aspects of using online learning objects to teach math. Multimodal learning strategies, the cognitive load theory, active learning strategies, effective feedback and reinforcement strategies, customization, and adaptivity are some of these features. In conclusion, online learning tools in math lessons may improve students' understanding and mathematical abilities. By using the advantages of online learning objects and comprehending the cognitive and motivational aspects, teachers may create a helpful learning environment that encourages a development mindset and unleashes students' potential in mathematics. [For the full proceedings, see ED652261.]

In this paper, a gamification approach combined with flipped lesson in a training program is described. The program was developed as part of the "InSIDE" Erasmus+ project on the Inclusion of Students with Impairments in Distance Education. The problematic was to find a modern approach and a suitable method to train students with various abilities and from different fields. We used flipped lesson and gamification methods to engage participants and create a more inclusive learning environment. Flipped learning approach is a teaching method that reverses the traditional sequence of instruction, where students first study the content on their own, then collaborate and interact with the teacher and classmates to reinforce and apply their learning. This approach can be particularly beneficial for students with disabilities who may need more time and support to absorb the material and engage in active learning. Gamification, on the other hand, involves the use of game design elements and mechanics to enhance motivation, engagement, and learning outcomes. It can be especially important for students with disabilities who may face additional barriers to learning and participation. The participants underwent training on how to incorporate and use accessibility features in documents, multimedia content, and Moodle platform. We start by breaking down the learning objectives into small, manageable chunks and designing activities that allow students to explore, practice, and apply the concepts in a fun and meaningful way. The practical exercises, inverse lessons, and gamification methods used in the training sessions were effective in engaging participants and creating a more inclusive learning environment. This paper highlights the importance of adapting suitable techniques to improve interaction between teachers and students, particularly those with visual, auditory, or motor impairments. [For the full proceedings, see ED652261.]

The "App-Generation" the present student population that grew up in a world of digital technology and mobile apps faces obstacles explored in this article. It explores their traits, such as multitasking, limited attention spans, and technology fluency, and how these affect their involvement in and experiences with learning. The article offers tactics and answers to address these issues and promote academic accomplishment among such students. It highlights project-based learning, collaboration, gamification, multimodal learning, customized learning, and personalized learning as successful strategies for involving and inspiring students in the digital era. The advantages of educational applications are also emphasized, including greater collaboration, access to rich learning materials, higher learning outcomes, and increased student engagement. However, the research also highlights the ethical dilemmas and difficulties with app-based learning, including issues with data protection, the digital divide, teacher preparation, and infrastructure. The study compares and contrasts its benefits and drawbacks to thoroughly understand app-based learning's influence on education. [For the full proceedings, see ED652261.]

Summative assessment is often criticised as an unfair representation of learner effort and aptitude. In summative high-stakes examinations, economically privileged learners consistently outperform marginalised counterparts, perpetuating inequitable social class reproduction. But UN Sustainable Development Goal No.4 calls for equitable quality education and lifelong learning for all learners, irrespective of socio-economic status and aptitude. Consequently, many education systems are adopting project-based learning to reduce dependency on summative exit examinations and nurture learners' lifelong research and problem-solving skills. Informed by the capability theory, the current literature-based study casts a bird's eye on how teachers are capacitating learners with research skills in South Africa, Lesotho, and Zimbabwe -- three former British colonies with a shared heritage of dependency on summative high stakes examinations. Teachers in the three countries are worried by unclear implementation modalities, inadequate capacitation and heavy workloads that undermine project-based learning and the formative assessment it entails. While commendable progress in utilising the project-based approach has been recorded in South Africa and Lesotho, teachers in Zimbabwe are struggling to implement the change in an authentic and ethical manner due to poor remuneration and the government's power-coercive dissemination strategies. If the UN goal to achieve equitable quality education is to be attained, dual communication, consultation and teacher capacitation are imperative. [For the complete Volume 21 proceedings, see ED629259.]

One of the most significant objectives of the learning and teaching processes is to achieve meaningful learning for the individual; in line with this objective, educators are searching for various methods to accomplish meaningful learning and make it enduring. Following the present age, the sought-after and essential qualified human profile should encompass many diverse skills. While the range of skills aimed to be imparted to individuals of school age has diversified and expanded, knowing history and engaging in historical thinking continues to maintain its relevance and significance. The teaching of historical subjects, as well as the planning, implementation, and evaluation of methods and techniques, presents challenges for the 8th-grade course of The Principles of Atatürk and History of Turkish Revolution due to its structural focus on theoretical knowledge intensity. The emerging generation requires novel techniques. One instructional technique where active learning occurs is through educational games. Educational games are a significant and effective instructional technique that contributes to making the teaching process more efficient and achieving the targeted learning outcomes set by the programs. In Turkey, the number of games designed for history curriculum objectives and the number of studies related to the subject are quite limited. In line with this, this research study aimed to investigate how university students experience the process of designing a history education-themed board game within the scope of the 8th-grade Principles of Ataturk and History of Turkish Revolution course, aiming to impart historical knowledge and historical thinking skills to students. The study focused on the design, development, and evaluation of the board game, exploring the experiences of students throughout this process. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 24-37.]

The Edu-social Algorithm research project aims to construct a micro-pedagogical, experimental, digital research action to create a methodological model using the functions and algorithms found in social media used by Generation Alpha (specifically Instagram). The project is the manifestation of an explorative research path seeking to alter the algorithms that form the basis of all the major platforms in current cyberspace, and in "Big Tech". This alteration is possible through the development of a community of virtual practice, consisting of students and faculty working within Instagram through an interactive approach, to take pedagogical advantage of their mobile phones and apps. The qualitative results show a series of media-educational content evidencing the pedagogical potential of the social media platform Instagram, and the possibility of reproducing the developed methodological model. The relationships between digital education, social media, and active learning are the prevalent components of this work. Along with these main aspects, this research will also treat the relationship between educational reciprocity and the ownership of knowledge, though the goal of the research action is not only to create a digital methodological model, but a community of virtual practices founded on the approach derived by the didactic strategies intrinsic to the Edu-social Algorithm. The practical aspect of this research involves a target group of classes in the final year of middle schools, reaching a total of 98 students and 57 teaching faculty, participating in the Edu-social Algorithm across seven classrooms in three different schools in Palermo (Italy). The students in the experimental classrooms showed, compared with the control classrooms which followed a traditional model, the possibility of learning through social media and improving one's own scholastic performance, intentionally leaving smartphones on in the classroom, when used in conjunction with educational strategies designed for healthy smartphone use in teaching and learning. [For the full proceedings, see ED639391.]

In recent decades, the research community has focused on younger generations' technology readiness, known as The Digital Natives Debate. At the higher education level, this debate led to studies on the quality of digital technology use among undergraduate students. However, empirical investigations on how digital literacy programs can support students' academic practices are still lacking. This paper presents the results of a project-based learning approach in higher education to enhance digital literacy skills in teaching. The findings demonstrate large effect sizes in favor of operational, information-navigation, social, creative, and critical skills, providing evidence that project-based learning can significantly improve digital literacy skills and support academic learning in higher education. [For the full proceedings, see ED636095.]

A novel course concept to enable master's degree students to acquire research skills is described as an experience report. A hybrid, inquiry-based format was developed to simulate each phase of writing and presenting a research paper at a scientific conference. Students self-organized into groups to conduct each phase of the research process to conduct a research project for a scientific topic, bionic computation. Weekly group meetings with the instructor were conducted via video conference. Students learned to formulate research questions, write abstracts, acquire experimental data and evaluate open-source libraries and tools to build their own experimental models. An in-house, mini-conference was held in person, in which each group held a presentation of their work. At the end of the semester, a retrospective was held to reflect on students' experiences and summarize the lessons they have learned. After the course, slight majority of the students stated that they could imagine writing a paper about their master's theses and taking part in a real conference. [For the full proceedings, see ED636095.]

Visualizations have become more complex in recent years so that users need to learn how to use these systems. Onboarding systems can help users to learn how to interact with a visualization efficiently. Simple tutorials are often not sufficient. There are still open questions on how to design such onboarding systems. So far, a few usability studies have been conducted to clarify this issue. We decided to adopt an approach using sketching. We conducted a study with 29 participants. Possible users of onboarding systems were asked to develop prototypes of an onboarding system based on sketches. The process of developing these prototypes and the results were analyzed in a qualitative study. We can show that onboarding systems should follow a step-by-step approach and be integrated into the visualization. In addition, it seems that questions, tasks, and examples should be part of an onboarding system, so that users can try out how to use the system on their own. [For the full proceedings, see ED636095.]

The aim of this research is to determine the effectiveness of the STEM Kid Module on the scientific literacy of fifth-grade students in the 'Energy' topic. The module was developed based on the combination of constructivism and constructionism as a fundamental learning theory. Meanwhile, the STEM Kid instructional phase was formed using a STEM integrated approach that included engineering design processes and inquiry-based science learning. A quasi-experimental design was used to assess the effectiveness of the STEM Kid Module. This study included 116 children, 61 of whom were high achievers and 55 of whom were moderate achievers. Two elementary schools using the STEM Kid Module were selected as the treatment group, while another school using conventional teaching approach as the control group. Data for this study were gathered by a scientific literacy test that included (i) scientific knowledge, (ii) science process skills, and (iii) daily science application. Results from repeated measurements MANOVA analysis revealed a significant difference in scientific knowledge and daily science application between groups. The study's implication was that the use of the STEM Kid Module through a STEM integrated approach can be implemented in elementary school science teaching and learning for children of varying levels of achievement. [For the full proceedings, see ED654100.]

The 21st century learning leads to create new skill of students, so the Indonesian government offers the new curriculum. In vocational school, project-based learning for the subject of the "Ilmu Pengetahuan Alam dan Sosial" (IPAS) Project is required to increase the creativity of student. Informations about the perspective of vocational teachers to conduct these learnings require to be elaborated more deeply. This research aims to describe the perspective of teachers to Kurikulum 2022. This study is phenomonology research. Participants of this study were 8 teachers of IPAS Project for vocational high school, in Indonesia. The data was collected by interviews. Data analysis was performed using ATLAS.ti 22 software. The results showed that the majority of teachers' response to the Kurikulum 2022 is positive which they explained that Kurikulum 2022 has more advantageous than the lack. The final goal is to improve quality of education in Indonesia. Pancasila profile has good response by teacher because it is more explicit and complex for building the character of student. The vocational teachers have totally prepared by their own creativity. The recommendation from teachers are expressed as a hope for improving quality of education, such as training for teacher, facilities and massive socialization. [For the full proceedings, see ED654100.]

Learning Analytics (LA) captures the digital footprint of students' online learning activity. This study describes students' navigational behavior in an e-learning setting by processing the LA data obtained from Blackboard LMS. This is an attempt to understand the navigational behavior of students and the relationship with learning performance. The study was carried out with 88 learners from a Malaysian private university. The course sites' log data and students' performance were analyzed, and the results were as follows: 4 navigational behaviors played an important role in student's academic performance which are active days, total learning time, number of views, and days delayed in accessing the assessment. Active learning from Tuesdays to Thursdays had a significant positive effect on performance. It was found that the higher activities (total learning time, number of journals viewing) translate to better performance. Days delayed in attempting assessments had a significant but mixed effect on performance, depending on the type of assessment. However, the number of logins is insignificant. The findings of this study provide empirical evidence of the importance of self-discipline in online learning and provide instructors with a predictive measure as a call for early intervention to help online students. [For the full proceedings, see ED654100.]

The development of higher-order thinking skills requires appropriate learning techniques. Project-based learning and integrated learning are learning models that can be used for this purpose. This study aimed to evaluate the contribution of project-based learning and integrated learning to the HOTS development of students in 6 private schools. The sample in this study was high school-level students who were determined by purposive sampling and random sampling techniques. The number of samples is 500 students. The instruments used are a measurement scale and a questionnaire with open questions. Data analysis was performed using the partial least squares technique. Based on the results of measurement scale data analysis, it was found that project-based learning combined with integrated learning showed a significant contribution to the development of students' HOTS. Project-based learning and integrated learning provide flexibility for students to study according to their characteristics so that the application of the student-center approach is practical. In addition, students are more motivated to undergo the learning process with this model approach because of the challenges of producing quality projects. [For the full proceedings, see ED654100.]

Recent research emphasizes the need for a more sustained interaction of schools with universities and research institutions. For example, informal after-school programs integrated into the school curriculum can provide opportunities for meaningful interaction with researchers in active learning settings. At the physics department of University of Calabria it has been launched in 2016 a program aimed at recovering disused, and in several cases ancient, instrumentation in laboratories of some schools in the region of Calabria. In 2022, our local project merged into Lab2go, a national project of the National Institute of Nuclear Physics (INFN) (Lab2go; https://web.infn.it/lab2go/) and of University of Rome "La Sapienza" devoted to the enrichment of the laboratory activities of the schools. Lab2go involves a steadily increasing number of schools and has expanded to include chemistry, robotics and other subjects. This contribution discusses some didactic activities developed within Lab2go. The activities of Lab2go are integrated and form part of the (formal) school curriculum as work based experiences, which have become mandatory during the last three years of secondary schools. Thus, this project is an example of how specific policy interventions can lead to the kind of long-term structured collaboration between schools and research institutions needed to favor the shift of focus in science education. [For the full proceedings, see ED656038.]

This paper investigates the effects of project-based teaching on students' learning. The aim of this study is to examine if incorporating mini projects in mathematics teaching can enhance students' understanding of mathematics and stimulate students' interest in mathematics. To achieve the research purpose, three pairs (or six sets) of data were collected from two different courses, each pair (or two sets) of data consists of two groups of students where one group received project-based instruction and the other group did not. For each pair (or two sets) of data, an independent unpaired t-test was conducted using SPSS (Statistical Package for the Social Sciences) to obtain the findings. A significant difference was found. The results show that project-based teaching with appropriate technology stimulated students' interest in mathematics, enhanced students' desire to discover and solve mathematics problems, increased students' confidence in mathematics, and enhance students' soft skills, including communication, teamwork, and problem solving. Thus, the project-based teaching approach is highly recommended for educational use by students and should be encouraged in universities. [For the full proceedings, see ED656038.]

Communication skills and dialogue are key competencies of the 21st century and a condition for successful implementation and personal development in general. This requires their formation to be the subject of purposeful educational activity. At the same time, their implementation in the learning process is a complex and difficult task, requiring a change in learning models, teaching competencies, and the organization of learning. The present report examines the possibilities of forming skills for effective communication and dialogicity in high school students in the process of training in technical disciplines through teamwork on projects. [For the complete proceedings, see ED655360.]

This paper illustrates the integration of the hybrid Problem-Based Learning (PBL) approach in the development of the prototype C[superscript 2]HADAM, a multimedia courseware that is intended for the teaching and learning of the Science subject for form two students in Malaysian secondary schools. The discussion begins with the Constructivist theory and conceptual frameworks underlying C[superscript 2]HADAM. The learning concepts of inquiry learning, contextual education, simulation, exploratory learning, self-directed learning, and student-centered learning are also incorporated into C[superscript 2]HADAM. Next, this paper details the development of the project using a popular development life cycle namely ADDIE. ADDIE life cycle consists of the analysis, design, development, implementation, and evaluation phases. This paper also highlights some of the screen snapshots taken from C[superscript 2]HADAM prototype. The final part of this paper presents some of the findings from the Effectiveness construct. The results show positive feedback on the use of the courseware, and the courseware proves to enhance learners' performance. The integration of the PBL principles in the development of the courseware, thus, promises more of its application in the teaching and learning of other scientific disciplines. [For the complete proceedings, see ED655360.]

Earlier at the ICRES 2022 we discussed readiness of teachers of the Chemistry Faculty of the Karaganda Buketov University for the student-centered learning approach lately implemented at the Kazakhstani universities. In particular, we studied the progress made by academic staff in mastering interactive lecturing, case-study, problem-based learning etc. In this study we focus on project-based learning (PBL) and reveal teachers' perceptions regarding the method benefits and challenges as well as preparedness for learning by doing from students' perspective. Academic staff of four Departments as well as students and Master students admitted in such educational programs as "Chemistry", "Chemistry-Biology" and "Pharmaceutical Manufacturing Engineering" were involved in our study. These educational programs train both future teachers and technologists. It was crucial to analyze how both undergraduates and postgraduates of different training programs evaluate the project method efficiency in mastering knowledge in chemical disciplines. Surveys of educators and learners were conducted. The collected data was processed and analyzed. The research results show that the academic staff and learners of the Faculty of Chemistry understand PBL from both positive and negative perspectives. The findings can be beneficial for teachers and students, as they will help them to reflect on their own practice in this educational strategy. There has been demonstrated the need for further research in this direction to better understand teachers' and learners' demands in order to improve the method application at the universities in Kazakhstan. [For the full proceedings, see ED654100.]

In recent years, the Computer Science and Information Technology programs have experienced growth and achieved immense popularity, increasing the demand for graduates who will become skilled workers. The educational outcomes-based curriculum (OBE) targets that learning must pay attention to one of the Key Performance Indicators (IKU) achievements: competence. This study applies GRASPS to the PjBL learning model, which forms the basis for preparing projects that will be implemented in learning so as not to deviate from the characteristics of PjBL. An essential part of GRASPS is placing students in real-world scenarios where they will produce products that describe learning content and what they need to produce in real-world situations. The GRASPS elements are goals, roles, audiences, situations, products, and standards. The syntax of the innovative learning model that will be implemented is divided into three stages. The first stage is preparation, where the lecturer makes the syllabus, materials, and framework according to Basic competencies (KD). The second stage is learning, which includes activities to determine topics, plan activities, investigate, and solve. In the final stage, namely the evaluation stage, because GRASPS is an authentic assessment, this learning evaluation must be carried out with various instruments, including written tests, product assessments, and performance assessments. Performance assessment is carried out continuously based on evidence of student learning outcomes at each meeting, both from student presentations regarding the progress of their projects and from the results of discussions in each group, as well as notes from researchers regarding student activities during learning. [For the full proceedings, see ED652261.]

This essay illustrates how an online language education course, implemented within an online language teacher education programme offered at master's level at an Italian university, was designed to foster pre-service teachers' active learning through digitally-enhanced activities. The course was developed within a community of inquiry framework and from a socio-constructivist perspective. The online course adopted a f?lipped learning approach. Pre-service teachers carried out asynchronous digitally-enhanced activities individually and collaboratively before class and synchronous technology-enhanced collaborative activities during live classes. Pre-service teachers thus engaged in active learning throughout the course. [For the complete volume, "Intelligent CALL, Granular Systems and Learner Data: Short Papers from EUROCALL 2022 (30th, Reykjavik, Iceland, August 17-19, 2022)," see ED624779.]

Project-based learning (PBL) is an instructional approach that provides civics, social studies, and American government students with the opportunity to actively and cooperatively engage with real-world issues and situations. Students typically identify a problem in their community or school, research the problem and policy-based solutions, consult with stakeholders, and develop an action plan. PBL has been lauded as a mechanism for imparting civic knowledge, dispositions, and skills. It can be a gateway to life-long civic engagement as it provides students with an invitation to take part in the life of their community, conveys knowledge of how the system works, instills an authentic desire to work for the good of society, and imparts the skills necessary for participation. Students can develop civic-related social and emotion learning competencies, such as critical thinking and collaborative skills, as well as facility with using STEM skills to address public policy concerns. The positive impact of PBL on civic learning extends to high-need students, including students of color and students from lower income households. At the same time, PBL is not without its critics who challenge its efficacy as a genuinely student-driven approach and argue that PBL requires substantial resources and can be difficult to implement in the classroom. The paper addresses the basic question: Is project-based learning for elementary and secondary school students an effective mechanism for fostering civic engagement? The study focuses on Project Citizen, a widely used curricular program of the Center for Civic Education. It will employ data from a three-year, large-scale national study of Project Citizen conducted by the Civic Education Research Lab (CERL) at Georgetown University from 2020-2023. The project used a randomized control trial (RCT) that compared teachers and students who took part in PC to those in traditional civics and social studies classes. Survey and qualitative data were collected. The findings indicate that students gained civic knowledge, dispositions, and skills from their participation in Project Citizen. The students who received the intervention made greater gains than those in the control group.

As teachers begin to construct an understanding of 'inquiry', and incorporate IBL into their classroom practice, they are challenged to be sensitive to the 'constructivist' nature of the CLD. This paper presents a reflection model structured to trigger thinking about beliefs in teaching and learning in order for teachers to re-examine their practice and adopt new pedagogies. The reflections by two secondary school mathematics teachers are presented as they experiment with inquiry-based learning in the CLD. The teachers showed awareness, monitoring and regulation of their teaching practices including new and existing beliefs.

In this paper we report on an aspect of a larger study and explore whether a framework for teacher STEM Capability Sets (SCS) enhanced teacher planning and the implementation of mathematics active STEM tasks. A case study approach was employed to understand how a classroom teacher used the digital resource, Gapminder, to teach a Year 5/6 cohort of students to interpret data as the basis for a STEM assessment. The research found that using the SCS as a guide, and emphasising mathematics in STEM learning and assessment, allowed the teacher to: reflect on existing STEM capabilities; observe the enhancement of other capabilities; and identify areas for future development.

Engagement in mathematics education is an important factor in a successful student experience. This paper reports findings from a study of Year 5 student perceptions of engagement during a two-week, inquiry-based learning (IBL), problem-posing investigation. The study triangulated data from semistructured interviews, video observations and student work samples to understand the student's perspectives of IBL; however, this paper reports the interview data. The findings indicate that most of the students were behaviourally, emotionally, and cognitively engaged during the IBL investigation, and that the investigation provided an opportunity for students to experience levels of competence, relatedness, and autonomy need satisfaction.

The focus of this paper is on using the Arduino as an educational tool and encouraging equal participation of women in the ICT filed. The purpose is to contribute to the understanding of gender differences in working and learning on Arduino projects. The target population consists of first-year undergraduate students of Informatics where male students outnumber female students. Consequently, the sample consists of 44 students, 75% male and 25% female. The Arduino platform was used in an introductory course in information science. During 15 hours of computer lab lessons, students had to make five Arduino projects working in teams, supervised by a teacher and a peer-mentor. Learning through Arduino projects contributes to a better understanding of interactions between hardware, software and real-world systems, which is of fundamental importance for future ICT specialists. Based on the conducted research, statistically significant differences between gender were confirmed in student self-assessment of work on Arduino projects considering teamwork, learning and use of Arduino. Female students are more likely to be more frustrated with the work on Arduino projects, work with Arduino hardware, consider their involvement in teamwork less important, and share less of their knowledge within the team. However, through peer and active learning, working on Arduino projects supervised by the teacher, all the students acquired useful knowledge, got a deeper understanding of the course topics and improved their problem-solving skills. [For the full proceedings, see ED630948.]

The didactic strategy is given by the set of methods and techniques by which the cooperation between the teacher and students, between students and teacher, between students and students is achieved to obtain the anticipated results. For a positive result of the didactic approach, there must be a good didactic strategy capable of leading to the achievement of the proposed objectives and competencies. Didactic methods and procedures take the main place because they contribute to stimulating the student's thinking and feelings and lead him to develop learning techniques capable of increasing his chances of success in the profession for which he is preparing. In the didactic process, a multitude of methods are used, either traditional or modern. The multitude of methods forces the selection of the appropriate ones for the types of lessons, the proposed objectives and competences, the established learning methods. The category of traditional methods cannot be abandoned, nor can only modern methods be used. Each of these has their role in the learning paradigm that cannot be ignored but, on the contrary, considered. Following the pandemic, communication and teamwork problems appeared in student lives. In the present work, some modern methods adapted to university education are presented. [For the full proceedings, see ED630948.]

Entrepreneurship is still young and developing in Mongolia, yet it is the main driver of the Mongolian economy. According to The National Statistics Office of Mongolia, small and medium businesses create 52.5% of all jobs in Mongolia. To ensure more qualified entrepreneurs join the labor market, educators and instructors can help with resources for their students that will enable them to create successful businesses. Entrepreneurship education can play an essential role in providing a qualified and skilled supply of entrepreneurs for the Mongolian economy. This paper will examine how project-based learning impacts engineering students' entrepreneurial mindset at Mongolia's university. The study will try to create awareness of the importance of entrepreneurship education and a project-based learning (PBL) approach for students with any engineering background. As a case study, this research will take "NUM Startup 2.0", a five-month program in that students can team up with their professors to build a startup company from the beginning. A qualitative research methodology will be used to conduct interviews with participants of NUM Startup 2.0. This research will use homogenous sampling to select students with similar backgrounds, and for a semi-structured in-depth interview, collected data will be analyzed using the thematic analysis method. Moreover, this research may provide valuable feedback to universities in Mongolia to develop more well-structured courses for students. [For the full proceedings, see ED630948.]

The innovation calls insist on the fact to identify new forms and models of learning and teaching. Actually, the educational approaches that encourage effective learning among student, is the Investigative Approach, which demonstrates more and more its potential in teaching. It is a scientific approach based on questioning and investigation where the learner is placed at the center of the action of learning questions himself, acts in a reasoned manner and communicates to build his learning while by being an actor in scientific activities. In this research, we aim to highlight the representations of secondary school teachers about the concept of investigative approach and determine the constraints and the obstacles to its implementation in the teaching of experimental sciences disciplines (Science of life and earth, Science of physics and chemistry). In order to achieve these objectives, a questionnaire was drawn up and was the subject of an exploratory study among 100 teachers of experimental sciences practicing in different secondary schools in Marrakech city. The results of this survey reveal, firstly, that the teachers questioned seem have confusions and misconceptions about the investigation process and secondly, they highlight the presence of constraints and difficulties that prevent its application in the classroom. [For the full proceedings, see ED630893.]

Learning model in Kazakhstani Universities is being focused on transforming education from teacher-centered to student-centered approach. This transformation requires academic staff retraining and a significant modernization of educational process. In this article we discuss issues of methodological readiness of academic staff for student-centered learning, which has been recently implemented into the practice at the Chemistry Faculty of the Karaganda Buketov University. We have studied ways in which educators can be trained in innovative teaching methods. One of the ways is the advanced training course organized at the Karaganda Buketov University within the framework of the ENTER Erasmus+ project. We discuss the progress made by academic staff in mastering interactive lecturing, case-study, project-based learning as well as consider the problems and difficulties that teachers of the Chemistry Faculty face when organizing learning& teaching process according to the student-centered approach principles. Academic staff of four Departments of Karaganda Buketov University, namely Inorganic and Technical Chemistry, Physical and Analytical Chemistry, Organic Chemistry and Polymers, Chemical Technology and Petrochemistry Departments were involved in this study. Surveys were carried out to gain detailed information about issues considered. The findings were subsequently analyzed to provide insight on the readiness of university teachers for student-centered learning under modern conditions. [For the full proceedings, see ED630893.]

New trends such as globalization, knowledge economy, and information technology revolution have become essential factors affecting the development of universities in the new era. These trends have had a profound impact on the survival and growth of universities. First, universities need to shoulder the knowledge creation work in many fields related to human survival and development in the era of the knowledge economy. Secondly, they must adapt to the influence of the technological revolution on human knowledge acquisition methods and change traditions. I will further explore the new requirements for talents in the new era and adjust our talent training concepts, values and models. How universities respond to challenges through operational changes and explore new models of higher education in line with social development in the new era is a topic that universities worldwide need to think about. The study aims to create an effective model to improve the interaction between the lectures and seminars objectives and activities based on CDIO standards 3 and 8. The integrated curriculum and active learning are crucial for improving future students' engineers' skills. Consequently, students will participate efficiently in the learning process. The study will focus on the concept of a "student-centered" learning environment based on the active learning model by using the research to create a compelling student engagement in the learning process. The positioning, goals, and learning model of the work promotes the improvement of the student's engagement and learning mode in this context, pays attention to the course-student interaction in the process, stimulates students' learning initiative, and promotes the teaching reform of participating colleges. The study aims to Increase the students' work and outcome towards creative results. [For the full proceedings, see ED626668.]

The challenges in learning and teaching computer programming relate to everyone who needs to prepare others for the digital world. Learning and teaching computer programming is a challenge because it requires persistence and dedication. Nowadays, Computational Thinking is understood as an essential skill to overcome those challenges. In this paper, we propose an Augmented Reality (AR) environment that creates representations of complex programming constructs displaying engaging and playful activities that can be promptly done and do not require a heavy mental load. Such exercises are intended to be used as Learning Resources to train people in CT. The artifact enables people to explore CT concepts and several problem-solving approaches subtly. The artifact includes a simple AR-based activity, which is easy to handle and visualize based on "see-through video." We argue that users can develop CT problem-solving skills by interacting with this artifact. These learning activities supported by AR provide visual representations and interactivity to engage students while training CT. We also describe an experiment to test this artifact. The experiment was performed with 59 participants of the same age and educational level. The results of the feedback collected were positive. [For the full proceedings, see ED638044.]

The paper reports the first results of an experience of university teaching innovation in progress. It is based on multiple means of "Engagement", "Representation", and "Action & Expression" in the framework of the Universal Design for Learning (UDL) approach. The action repeats, with some improvements, a previous university experience of Flipped Classroom in distance learning, and it has been proposed in dual mode to second year students enrolled in a course on "Teaching and Learning" of the bachelor's degree program in Education of the University of Bergamo, in Italy. The paper investigates the students' perception about: 1) the attractiveness of the proposal compared to more traditional approaches; 2) their own learning paths; 3) their motivation. A quantitative and qualitative survey detected the students' perception of the teaching methods for this course, with main focus on the use of active teaching aimed at breaking down learning barriers, in the UDL perspective. [This paper was published in: "Transforming our World through Universal Design for Human Development: Proceedings of the Sixth International Conference on Universal Design (UD2022). Studies in Health Technology and Informatics," edited by Ilaria Garofolo et al., IOS Press, 2022, pp. 541-48.]

Rapid technological advances affected the field of education, as well as other fields. This fact creates the need of utilizing technology in education effectively. Another fact that emerges when the subject of education in technology is considered is Web 2.0 tools. Along with Web 2.0 technology, students get more active in education instead of remaining passive, and become more productive and more willing to share. In this study, MA and PhD theses focusing on Web 2.0 technology which are published on Council of Higher Education National Thesis Center database between the years 2010 and 2020 were investigated according to content analysis method. In this sense, 44 of the theses which were reached as a result of the review of the related database were analyzed under the categories of thesis type, thesis year, the university it was carried out, its language and the subject it reviewed. It was revealed as a result of the investigation of the theses that Turkish language is the most used language in the theses, that the subject drew more attention especially in 2019 as the number of the studies on the subject of Web 2.0 tools increased in the recent years, and that the number of the studies carried out in the state universities is more than the number of the studies carried out in private universities. [For the full proceedings, see ED623569.]

Formally describing and assessing the difficulty of learning and teaching material is important for quality assurance in university teaching, for aligning teaching and learning activities, and for easing communications among stakeholders such as teachers and students. This paper proposes a novel taxonomy to describe and quantify the difficulty levels of exam questions and exercises encountered in engineering-related contexts. This paper also describes the development and piloting processes of the new taxonomy. The proposed taxonomy consists of two dimensions which describe the difficulty in understanding/explaining and using/applying a content unit. The piloting phase included ten purposefully selected experts in the field of control engineering, external to the project, who tested the performance, utility, ease of use, and clarity of the new taxonomy. The results indicate that the users were able to provide consistent and coherent assessments of the difficulty levels of 15 selected exam questions. The paper further discusses suggestions for improvement voiced by the participants to promote an even more consistent and coherent assessment of engineering students' mastery of the subject. [For the full proceedings, see ED625421.]

Education research has repeatedly shown that active learning in physics is pedagogically more efficient than traditional lecture courses. Widespread application of the active learning is slowed down by the lack of data on the performance of the active learning in widely varying circumstances of different educational systems. We measured the level of understanding of basic physics concepts using Force Concept inventory for students who enrol at different universities in Latvia in calculus-based and non-calculus-based groups and compared the student performance to the pre-test results elsewhere in the world. We measured the growth of concept inventory test results and studied the dependence of the growth on the teaching approach used by university lecturers. About 450 undergraduate students from 12 groups of science and engineering courses taught by 8 lecturers were involved in the study at three universities in Latvia. The Force Concept Inventory multiple-choice test was translated to Latvian and used for pre-/post-tests. The pre-test results showed that the maximum of the distribution of correct answers for non-calculus groups is around 20%, which is the value obtained by the random guessing of test answers, whereas the pre-test results of calculus-based groups was about 50% of correct answers. The test score after taking post-test confirmed that the growth of students' tests results is closely related to the teaching approach chosen by lecturer, showing that in order to provide physics graduates with a good conceptual understanding of physics, student centred teaching approach was crucial. The use of concept inventories in undergraduate physics education to measure the progress of learning appears to be particularly important in the current situation with a small number of students in physics and a critically small number of future physics teachers, when efficiency of teaching is of crucial importance. [For the full proceedings, see ED620289.]

A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student's personal learning effort, b) student-teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students' deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal to 83%; knowledge of success criteria (impact factor -- 113%); ability to reveal similarities and patterns (impact factor -- 132%). The core of LBB is guided learning effort that corresponds to the notion of teacher--student harmonic oscillator when both things -- guidance from teacher and student's effort -- are equally important. [For the full proceedings, see ED620289.]

This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers' professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: "What characterizes high-quality in-service science teachers' professional development targeted to promote student conceptual understanding?" The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants' everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. [For the full proceedings, see ED620289.]

These proceedings contain the papers of the 18th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2021), held virtually, due to an exceptional situation caused by the COVID-19 pandemic, from October 13-15, 2021, and organized by the International Association for Development of the Information Society (IADIS). The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. The CELDA 2021 Conference received 68 submissions from more than 21 countries. Out of the papers submitted, 34 were accepted as full papers for an acceptance rate of 50%; 16 were accepted as short papers, and 2 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from an internationally distinguished researcher: Dr. David Scaradozzi, Department of Information Engineering, Università Politecnica delle Marche, Italy. [Individual papers are indexed in ERIC.]

The purpose of this research was to examine pedagogical factors that supported graduate-level Instructional Design students in the rapid adoption and integration of technology-based projects in under 7 weeks, previously accomplished in approximately 9-months. Project-Based Learning (PBL) pedagogy was adopted to redesign a course to scaffold and support the students in the achievement of the course learning outcomes. This pedagogy was selected as its emphasis is on ill-defined problems, problem-solving, collaboration, authentic real-life applications, and the creation of an end product (Savery, 2006). In the revised curriculum, students were challenged to learn instructional design methods and simultaneously produce a robust eLearning deliverable that evidenced the very instructional design principles being learned. The technology project was based on a needs assessment survey designed to capture self-reported gaps in the knowledge, skills, and abilities of individuals in the instructional design field. This exploratory case study reports on the design process related to how the course adopted a Project-Based Learning framework, the varied scaffolding strategies employed to reinforce the achievement of learning outcomes, and the instructional design decisions that facilitated and supported the learners in the achievement of technology-based projects in under seven weeks. [For the complete proceedings, see ED626149.]