Search

Articulating clear and achievable expectations is fundamental to both education and organizational management. In this article, we provide a simple intervention for clarifying expectations--and establishing that these expectations have been understood--which proved beneficial both to community college interns and to their internship mentors in biotech-related undergraduate research experiences. Internship mentors were asked to utilize a simple Expectation Clarity Tool to outline the expectations, success metrics, baseline assessments, and training strategy and support that would be foundational to their intern's project. These included expectations around conceptual, technical, performance, and professional skills and behaviors. Concurrently, but independently, community college interns were asked to complete the same type of exercise as a way of identifying gaps in their knowledge and understanding of their mentor's expectations and their internship project. The mentor's completed Expectation Clarity Tool was then shared with their intern. As a result of completing this relatively simple intervention, the majority of mentors reported that it increased their confidence as a mentor, taught them a new mentoring skill, changed how they will mentor trainees moving forward, and positively impacted their relationship with their trainee. On the intern side, the majority of interns reported that engaging in this intervention, both as an independent exercise and in obtaining their mentor's completed Expectation Clarity Tool, increased their confidence as an intern and positively impacted the success of their internship.

Inspired by the positive impact of serious games on science understanding and motivated by personal interests in scientific outreach, we developed "Bacttle," an easy-to-play microbiology board game with adaptive difficulty, targeting any player from 7 years old onward. Bacttle addresses both the lay public and teachers for use in classrooms as a way of introducing microbiology concepts. The layout of the game and its mechanism are the result of multiple rounds of trial, feedback, and re-design. The final version consists of a deck of cards, a 3D-printed board, and tokens (with a paper-based alternative), with all digital content open source. Players in Bacttle take on the character of a bacterial species. The aim for each species is to proliferate under the environmental conditions of the board and the interactions with the board and with other players, which vary as the play evolves. Players start with a given number of lives that will increase or decrease based on the traits they play for different environmental scenarios. Such bacterial traits come in the form of cards that can be deployed strategically. To assess the impact of the game on microbiological knowledge, we scored differences in the understanding of general concepts before and after playing the game. We assessed a total of 169 visitors at two different university open-day science fairs. Players were asked to fill out a brief survey before and after the game with questions targeting conceptual advances. Results show that Bacttle increases general microbiology knowledge on players as young as 5 years old and with the highest impact on those who have no "a priori" microbiology comprehension.

This article aims to simplify and facilitate the process of practical teaching of enzyme kinetics by utilizing minimal teaching laboratory requirements. Simultaneously, it ensures that students comprehend the enzyme kinetics experiment effectively. The focus is on teaching students how to estimate the maximum velocity (Vmax) and Michaelis constant (Km) of [beta]-fructofuranosidase enzyme (also known as invertase) isolated from dry yeast. The invertase enzyme catalyzes the hydrolysis of sucrose substrate into glucose and fructose, employing the Michaelis-Menten approach of evaluating invertase enzyme kinetics as well as Lineweaver-Burk linear graphic approach of evaluating the Michaelis-Menten enzyme kinetics. The practical experiment seeks to reinforce the concepts of initial velocity dependence on substrate concentration. The data presented in the work were generated from a genuine practical biochemistry course enrolled by second-year undergraduate students in the Department of Pharmacy and the Department of Medical Laboratory Science. While there were minor variations in the invertase enzyme kinetic parameters among students, they successfully carried out the experiment. The students accurately estimated the Vmax and Km of the invertase enzyme in the sucrose hydrolysis chemical reaction. Moreover, they demonstrated an understanding of the meanings of the kinetic parameters (Km and Vmax) and the utility of the Lineweaver-Burk plot.

The aim of this study is to examine how middle school mathematics teachers diagnose and attempt to eliminate students' misconceptions in algebra. The study employed a case study method and embedded single-case design. The research was conducted with three mathematics teachers working in different state schools and having different professional experiences, as well as ten students from the eighth-grade classes of the same schools. The data collection instruments used in the study included the Diagnostic Test developed by researchers to identify students with misconceptions, the Assessment Framework prepared for the evaluation of teacher performances in diagnosing and eliminating student misconceptions, and Semi-Structured Interviews conducted between students and teachers, which were recorded and made available in audio/video format. The study revealed that teachers generally resorted to conventional methods in the process of diagnosing and eliminating students' misconceptions. In most cases, teachers superficially addressed students' errors and did not fully focus on students' thinking. Regarding the processes aimed at eliminating student misconceptions, teachers preferred to directly inform students that their answers were incorrect, rather than facilitating students in recognizing their own mistakes. The findings highlight the need to increase teachers' awareness and student knowledge regarding misconceptions in algebra.

This study aims to describe the 3D model's online modules effectiveness in the practicing mastery of conceptual knowledge in solar system learning using an instrument which tested 58 7th-grade respondents from one of the junior high schools in Jombang, East Java, Indonesia. The respondents were then divided without randomization into 29 respondents for the experimental group (EG), which studied using 3D models online, and 29 respondents for the control group (CG), which studied using learning resources from student books and learning media in the form of 3D models from the NASA website. The effectiveness is assessed based on the results of the conceptual knowledge test instrument with the CRI method using a quantitative descriptive approach. Based on these results, the 3D models online module in solar system learning cannot be fully effective in the practicing mastery of conceptual knowledge. When examined further, 3D model's online modules are effective in cognitive dimensions C3, learning indicators 1, 2, and 6, and conceptual knowledge sub-types 1. Furthermore, based on research results, learning the solar system using online modules with 3D models is better than using the official NASA website with student books.

Simon Fraser University in Vancouver, Canada offers two introductory calculus courses designed for students enrolled in science and engineering programs. Students identified as needing additional support based on their admission grades take the version of the course where students meet weekly for four hours instead of three. A new approach for the fourth hour was introduced in Fall 2019 splitting the class into smaller sections of 20-40 students to work in small groups on vertical whiteboards under the supervision of the instructor, complemented by peer tutors. This format introduces an active learning element that improves student performance and attitude. The project was first implemented in Fall 2019, although interrupted due to COVID-19. After returning to the in-person classroom, the whiteboard seminar program was reinstated. In Fall 2022 and Spring 2023, survey feedback was collected from both students and peer tutors for a more holistic perspective on the program. In this study, the results of these surveys are analyzed, focussing on four areas of measurement: students' satisfaction, learning calculus concepts and problem-solving techniques, the contribution of the instructor, and the contribution of the peer tutors. Exploratory factor analysis revealed three latent variables underlying student survey responses. The survey results suggest that interactions with the instructor, peer tutors, and active learning activities all contributed to students' enjoyment of the course and their perceptions of their own learning. We compared students' final course grades from Fall 2018, where the fourth hour was devoted to lecture before the program was implemented, to Fall 2019 and 2022. The data shows a decrease in the percentage of students failing the course and an increase in those earning A's and B's since the program's implementation. Additionally, survey results show that replacing a typical lecture-style hour with a whiteboard seminar improved students' attitudes and perceptions of the course.

Many undergraduate chemistry students hold alternate conceptions related to resonance--an important and fundamental topic of organic chemistry. To help address these alternate conceptions, an organic chemistry instructor could administer the resonance concept inventory (RCI), which is a multiple-choice assessment that was designed to identify resonance-related alternate conceptions held by organic chemistry students. In this study, two iterations of the RCI were administered to undergraduate organic chemistry students: the RCI-Pilot (N = 484) and the RCI-Final (N = 595). Evidence was collected to support the quality of the RCI items, the validity of the data obtained with the RCI based on internal structure, and the reliability of the data obtained with the RCI. Classical test theory (CTT) was utilized to determine the quality of the items. To gather validity evidence, the Rasch model was used and a differential item functioning (DIF) analysis was conducted. Reliability estimates were made using McDonald's Omega. Since validity and reliability evidence was gathered for the assessment scores, the data obtained in this study supports the use of the 14-item RCI for detecting student alternate conceptions with resonance.

We present an approach to the question of the educational relations between chemistry and physics based on the one hand, on an inferentialist account of scientific representation (Suárez M., (2024), "Inference and Representation. A Study in Modelling Science," Chicago and London: The University of Chicago Press). On the other, we have drawn on the notion of science identities, as is currently used in science education. We argue that the representational practices of chemistry are the key competencies for the development of a chemistry identity. We extrapolate this conclusion to physics. The problem of representational plurality, that is, that some objects can be represented divergently in these sciences is thus linked to that of identity plurality, to the question of whether it is possible for a person to simultaneously hold a chemistry and a physics identity. We study the educational implications of this situation within the framework of Lev Vygotsky's sociocultural pedagogy to conclude that the difficulties inherent to representational plurality in chemistry and physics are sociological: university degrees are built around a single, well-defined, identity, thus tending to exclude any form of plurality that compromises this uniformity. As an application of these conclusions, we have studied the question of the introduction of the quantum description of molecules in chemistry education at an undergraduate level. We conclude that this introduction should not be based on the molecular orbitals approach but, instead, on the valence bond method.

The authors developed an instructional nudges as part of a larger research project. These instructional nudges are designed to be small but powerful changes to teachers' existing practices. Some instructional nudges focus on modifying tasks used in classrooms. In this article, the authors share Rate and Review. The goal of Rate and Review is to support students in understanding that there are alternative solution strategies to what they might be used to using, provide students the opportunity to become more comfortable creating mathematical arguments, and develop a deeper understanding of a concept. Rate and Review provides formative assessment for teachers by supporting their reflections on students' understanding of current content and how students are making sense of common errors.

This study investigates if a force-based teaching approach, based on quantum mechanical principles and developed in a lesson study, would enhance the understanding of chemical bonding among upper secondary school students. The teaching approach was based on research on the teaching and learning of chemical bonding. The study included first-year students in upper secondary school in a pretest-intervention-posttest design. During four lessons the students were introduced to the underlying forces leading to the formation of all chemical bonds, specifically focusing on ionic- and covalent bonds. The first lesson, which included a presentation of coulombic interaction as a common basis of bond formation, was developed and improved through a lesson study. The lesson was revised based on feedback from 75 students describing why chemical bondings occur. After the four-lesson series about chemical bonding, a total of 67 of the 75 enrolled students had completed both a pre- and a posttest. The students' answers to the tests were analyzed based on Bernstein's theory of vertical hierarchical and vertical horizontal discourse. The results of the posttests show that 60% of the students demonstrated solely or predominantly vertical hierarchical knowledge structure. These results indicate that most of the students could understand the force-based approach of chemical bonding by using a general theory, spanning over a wide range of the natural science field, with an abstract and specialized language. Moreover, the students who internalized a hierarchichal knowledge discourse about chemical bonding earned higher final grades in the upper secondary school chemistry when compared to students using a horizontal knowledge discourse, indicating that a force-based approach might facilitate a deeper understanding of other subareas within chemistry. In chemistry education research, the effect of using a force-based approach to teach chemical bonding has not previously been widely tested among upper secondary school students. This study responds to the need to test alternative teaching models to facilitate students' understanding of chemical bonding.

This work reports the development and application of an analytical tool for the analysis of the formation of the scientific mind of students who took part in inquiry activities, based on the philosophy of Gaston Bachelard, in a Chemistry Club. For the construction of the analytical instrument, an extracurricular course was offered to first-year high school students in which theoretical-practical inquiry activities were carried out at level 4, where the students were required to propose a hypothesis to begin the inquiry activities. Based on the students' responses, as well as on the theoretical framework and other theoretical perspectives on science teaching -- which also take inquiry teaching into account, the analytical instrument, titled Analytical Map of the Scientific Mind, was constructed. The validation of the instrument was carried out through the application of double-blind analysis of the responses provided by the students in the inquiry-based activities developed in the Chemistry Club. The findings of this study showed that the analytical tool was able to categorise the ideas expressed by the students and helped monitor the development of the scientific mind.

Presenting novel numbers about climate change to people after they estimate those numbers can shift their attitudes and scientific conceptions. Prior research suggests that such science learning can be supported by encouraging learners to make use of given benchmark information, however there are several other numerical estimation skills that may also be relevant in this context. This design-based research project aimed to identify specific mathematical skills that might support postsecondary students' learning from novel scientific data. Concurrently, we also developed an open-source online science learning app. In three design iterations, we conducted 22 think-aloud interviews with undergraduate and graduate students at a Hispanic Serving Institution as they estimated climate change data, before being shown the scientifically accepted value. Productive estimation strategies included: tolerance for error, mental computation skills (rounding and arithmetically manipulating given benchmark values), and integration of prior educational and personal experiences. Two cases are presented, the first illustrates a student who used estimation strategies productively and was tolerant of their inaccuracies, and the second illustrates a student who reacted negatively to feedback on their inaccuracies. Results implicate principles for integrating mathematics and science learning and showcase a learning intervention that embodies those principles.

The field of science education has put effort into providing opportunities for students to position themselves as epistemic agents pursuing the goal of making sense of natural phenomena. However, students often struggle in adapting scientific practices to achieve the sense-making goal. In this position paper, we conceptualise students' difficulties in understanding and adapting scientific practices in the science classroom by using the concept of "threshold practices." Based on literature related to threshold practices and two cases that demonstrate students' learning of threshold practices, we discuss four features of threshold practices: (1) Troublesome: Threshold practices are unfamiliar to students and thus challenging for them to adapt; (2) Transformative: Learning threshold practices facilitates transformations in students' engagement in practices as well as their identities into epistemic agents; (3) Integrative: Performing an activity in a threshold practice enables students to carry out other interrelated activities; and (4) Disciplinarily bounded: A threshold practice is bounded to a particular discipline. Teachers noticing students' threshold practices, providing resources to overcome the thresholds, and encouraging students' reflection on their practices are suggested as teaching considerations to support students' adaptation of scientific practices.

Purpose: The purpose of this research is to analyse the level of knowledge about the Sustainable Development Goals (SDGs) of pre-service teachers in Early Childhood and Primary School Education at the University of Valencia (Spain) and the origin of this knowledge over several academic years, as well as to compare it with that of students of the Degree in Environmental Sciences at the same university. Design/methodology/approach: A questionnaire was designed, validated and administrated to 1,040 students of Degree in Early Childhood Education, Primary School Education and Environmental Science of the University of Valencia to analyse their knowledge of the SDGs and their evolution over three academic years (2019-20, 2020-21, 2021-22). Findings: Statistical analysis shows that most of the participants are either unaware of the SDGs and their importance or have insufficient knowledge of the SDGs and their linkages. Practical implications: The need to continue promoting teaching resources to favour the implementation of education for the SDG in initial teacher training is highlighted. Social implications: Pre-service teachers can become agents of change if they understand the magnitude and complexity of the socio-environmental crisis and get involved through their educational action in the required measures to advance in the construction of more sustainable societies. Originality/value: This study aims to emphasize the necessary training and involvement of students of the Degree in Early Childhood Education, Primary School Education and Environmental Science at the University of Valencia to advance in the transition to Sustainability.

This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP). While it was not surprising that math faculty frequently lectured and wrote on the board, results also revealed that recommended practices were infrequently employed by instructors teaching college algebra. More specifically, faculty teaching introductory college algebra rarely addressed students' misconceptions, made references to their students' prior knowledge, or employed metacognitive teaching strategies. Moreover, while being observed, faculty never applied a mathematical concept to real life. Moreover, mathematics instructors rarely praised their students. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally. Results also highlighted the usefulness of the GORP assessment tool for assessing faculty classroom behaviors.

When learning about scientific phenomena, students are expected to "mechanistically" explain how underlying interactions produce the observable phenomenon and "conceptually" connect the observed phenomenon to canonical scientific knowledge. This paper investigates how the integration of the complementary processes of designing and refining computational models using real-world data can support students in developing mechanistic and canonically accurate explanations of diffusion. Specifically, we examine two types of shifts in how students explain diffusion as they create and refine computational models using real-world data: a shift towards mechanistic reasoning and a shift from noncanonical to canonical explanations. We present descriptive statistics for the whole class as well as three student work examples to illustrate these two shifts as 6th grade students engage in an 8-day unit on the diffusion of ink in hot and cold water. Our findings show that (1) students develop mechanistic explanations as they build agent-based models, (2) students' mechanistic reasoning can co-exist with noncanonical explanations, and (3) students shift their thinking toward canonical explanations after comparing their models against data. These findings could inform the design of modeling tools that support learners in both expressing a diverse range of mechanistic explanations of scientific phenomena and aligning those explanations with canonical science.

This research explores how primary school teachers use games to enhance pupils' learning and development of conceptual knowledge. The study employs an illustrative case study design; data was collected through interviews with thirty (30) teachers who were selected using purposive sampling technique. Twenty teachers had some knowledge of game-based learning, ten teachers, however, did not know anything about the concept game-based learning. The results show that the use of non-digital games of different kinds to engage pupils is common in the learning of Maths, English, and Science. Teachers ascribed positively that the integration of game-based learning motivates pupils to come to school, actively engages them in the learning process, helps pupils to easily assimilate lesson contents, makes lessons lively and fun, and builds collaborative skills amongst pupils. Inadequate resources, noisy classes, time constraints, large class sizes, the reluctance of some pupils to participate, and inadequate knowledge are challenges reported by the teachers.

Anatomy is essential for understanding healthy and disease states as well as for the successful completion of clinical clerkships and board examinations. This project provided structured workshops aimed to review anatomical concepts for clerkships and Step 1 and provided a means for medical students to assess their anatomical knowledge. We provided six optional anatomy workshops, in which students (1) took a pre-session quiz, (2) faculty reviewed key anatomy of a particular system (e.g., musculoskeletal), (3) students worked through clinical cases in small groups, and (4) students took a post-session quiz and responded to a post-session survey to rate satisfaction of session content and delivery on a five-point Likert scale. One session was excluded due to small sample size (n = 2). Results from five workshops, including brachial plexus, musculoskeletal, pelvic, gastrointestinal, and head and neck anatomy, showed that students performed significantly (p [less than or equal to] 0.05) better on the post-session quizzes compared to pre-session quizzes in all sessions. Post-session survey results indicated that students were satisfied with session content and facilitation, would attend future workshops, and would use session materials to study for Step 1. Based on these short-term benefits of the sessions, we plan to continue offering monthly workshops to medical students to increase knowledge retention of key anatomical concepts and increase preparedness for clerkships and Step 1. Future studies will longitudinally follow up with students post-Step 1 and clerkships to determine the long-term benefits of offering these workshops.

Fractions are an important concept used throughout advanced mathematical ideas and everyday life. Students need a solid understanding of fraction concepts, such as magnitude, equivalence, and operations. However, many students, including students with learning disabilities (LD) in mathematics, struggle with fractions. In this article, the use of multiple representations are discussed to support and teach fraction concepts to students with LD in mathematics. Multiple representations to include manipulatives, drawings, and numbers lines. Throughout the article, the use of explicit instruction to teach students with LD in mathematics how to use multiple representations to understand and solve fraction problems will be presented.

This study examined the effects of embodied learning experiences on students' understanding of computational thinking (CT) concepts and their ability to solve CT problems. In a mixed-reality learning environment, students mapped CT concepts, such as sequencing and loops, onto their bodily movements. These movements were later applied to robot programming tasks, where students used the same CT concepts in a different modality. By explicitly connecting embodied actions with programming tasks, the intervention aimed to enhance students' comprehension and transfer of CT skills. Forty-four first- and second-grade students participated in the study. The results showed significant improvements in students' CT competency and positive attitudes toward CT. Additionally, an analysis of robot programming performance identified common errors and revealed how students employed embodied strategies to overcome challenges. The effects of embodied learning and the impact of embodied learning strategies were discussed.

The "Global Best Practices" concept is subjective and varies from many perspectives based on the indicators used. As such, there needs to be a standardized and universally accepted definition of global best practices in education, which hinders the effective identification, adoption, and benchmarking of these practices across countries and educational institutions. This ambiguity challenges teachers, students, policymakers, researchers, and practitioners seeking to understand and apply global educational best practices. Hence, this explorative study investigated the conceptual definition and criticisms surrounding the concept of global best practices in education. A narrative literature review methodology was employed to systematically search, select, and analyze 34 relevant sources. The findings reveal that the conceptual definition of global best practices in education encompasses practical and contextually relevant approaches that transcend national boundaries. These practices have significant implications for curriculum development, teaching methodologies, assessment practices, and overall education quality, fostering inclusive environments, adopting innovative approaches, internationalizing institutions, and integrating diverse perspectives. However, the concept faces criticisms about its potential to legitimize neoliberalism's logic of differential worth, methodological assumptions in producing policy-relevant knowledge, and the need for a critical redefinition of international education. Both the concept and its criticisms have implications for educational policy and practice in addressing inequalities, critically examining assumptions, considering political implications, and promoting individual goals and holistic development. This study's outcomes contribute to the ongoing discourse on global best practices in education and provide insights for policymakers, practitioners, and future research endeavors.

The study aimed to assess the effectiveness of the Predict-Explain-Enact-Observe-Reflect (PEEOR) instructional strategy on general science students' conceptual understanding and motivation in the topic of motion and force. The research employed a pre-test post-test quasi-experimental design. The sample consisted of 107 general science summer, year II students from Woldia College of Teacher Education. Data collection involved a conceptual understanding test (comprising 15 questions) and a post-motivation questionnaire. The KR-20 reliability value for the conceptual understanding test was 0.75. The Cronbach Alpha (a) reliability coefficient for the scale was determined to be 0.84. Descriptive statistics and ANCOVA revealed the following: The PEEOR group (adjusted mean = 6.787) significantly outperformed the traditional group (adjusted mean = 5.134). The POE group (adjusted mean = 6.472) did not differ significantly from either PEEOR or the traditional group. Regarding student motivation: There was a statistically significant difference (p < 0.05) in post-test motivational questionnaire (PMQ) scores among the three groups. The F-statistic for this difference was 4.753. The study recommends that college physics teachers adopt the PEEOR instruction strategy. Additionally, the college and department heads of natural science should promote the potential benefits of this novel strategy among science educators.

The study reported on here was conducted to explore four Grade 7 mathematics teachers' understanding of the relationship between the objectives indicated in the CAPS for teaching different topics/concepts and instructional time stipulated for doing so. Seven lessons were studied in 4 primary schools in the Vhembe district of the Limpopo province, South Africa. A constructivist philosophical approach was used. The data collection methods included interviews and classroom observations. The main finding indicates teachers' understanding of instructional time as either a regulatory or a teaching tool. The ability to translate instructional time into social time depends on the level of teachers' curriculum literacy. Consideration of how CAPS objectives could be fulfilled based on the topic/concept to be taught and the stipulated instructional time, influenced the learners' conceptual understanding, procedural fluency, and competency in mathematics. The conclusion underscores the importance of instructional time as both an essential authoritative regulatory tool and signal of a pedagogic device and communication required to advance the instructional objectives.

Digital history-based project-based learning (PjBL) in history learning is a learning medium that can provide a special attraction for students who can improve historical concept skills and historical awareness. However, there are still many teachers who have not used it, so it is very important to study it. This research aims to analyze the influence of the digital history based PjBL model in improving historical concept skills and historical awareness. The method used is quasi-experimental with two classes, experimental and control. The population used class XI high school students in Lampung, Indonesia and the sample size was 213. Cluster random sampling was used to determine sampling, while data collection was in the form of test instruments. The test instrument questions were analyzed using the gain score and Kruskal-Walli's test to determine the increase in historical concept skills and historical awareness with the help of statistical package for the social sciences (SPSS) 26. The research results confirmed that digital history based PjBL was effective in increasing historical concept skills and historical awareness with a high score, making it the best choice to overcome obstacles in history learning.

Strategic Intervention Material (SIM) is an instructional learner material developed to enhance the academic performance of low-performing students. This study aimed to develop e-SIM and investigate its effect on the student's academic performance and learning motivation in Newton's Laws of Motion. The participants were 40 students from Grade 12 ABM and HUMSS strands drawn from a private school in Valenzuela City, Philippines. A quasi-experimental design was utilized in this study using a one-group pre-test and post-test design since the study aims to measure the cause-and-effect of using e-SIM in learning physics. The quantitative data of this research was obtained through a motivational scale, concept test (pre-test and post-test), and e-SIM. The data was analyzed by average mean, p-value, and Wilcoxon Signed Ranks Test. According to the analysis result, there is a significant difference between the academic performance and learning motivation of the students using e-SIM. The use of e-SIM in enhancing academic performance and learning motivation in Newton's second law of motion is recommended.

This study aims to determine the feasibility of Instagram-based chemistry learning media and the results of increasing student interest in learning acid-base material in everyday life with a multi-representation approach. The method used in this study is the ADDIE research and development model (Analysis, Design, Development, Implementation, and Evaluation). The research population is SMAN 3 Sidoarjo students, with the sample used being 89 students who carry out learning using Instagram in acid-base material in everyday life. Quantitative data was obtained from material and media validation results, as well as an analysis of student interest in learning before and after using the media. Qualitative data were obtained by analyzing descriptive questions of student learning interest in chemistry questionnaires. The results of the research on developing Instagram-based chemistry learning media on acid-base materials in everyday life with a multi-representation approach were obtained: 1) the feasibility of learning media developed based on the results of the assessment of materials and media by expert validators was included in the very feasible category; 2) the increase in students' learning motivation is in the medium category with a standard gain value of 0.40.

Most chemistry students struggle with interpreting and understanding NMR (nuclear magnetic resonance) spectra and the general concepts of NMR spectroscopy. NMR spectroscopy seems to be difficult to both teach and learn. Therefore, the corresponding courses should be investigated in more detail. We conducted a survey with N = 39 German university lecturers in NMR spectroscopy on their course content as well as on their estimations on the importance of certain topics for understanding NMR spectroscopy in detail and found the most recent problems, conceptions, and content structure. The participants were asked to rate a list of items (belonging to [superscript 1]H NMR spectroscopy) twice: First in terms of appearance in their lecture or course and second according to their personal relevance. Our results showed that, on the one hand, students learn about the physical and chemical backgrounds and theoretical basics for understanding [superscript 1]H NMR spectroscopy and, on the other hand, about essential knowledge for practical analyzing and interpreting [superscript 1]H NMR spectra. The most covered and most important topics are the practical ones related to spectra interpretation, e.g., chemical shift, spin-spin coupling, and further background knowledge for peak analysis. Therefore, most lecturers focus on teaching usage-oriented conceptual knowledge more than theoretical backgrounds, which means that analyzing spectra is paramount, especially for beginner students. Furthermore, this review visualizes an evidence-based ranking for the most covered and as most relevant estimated NMR spectroscopy lecture contents as well as students' greatest learning difficulties in Germany. Lecturers and students are now able to validate their lectures or course structure.

The purpose of this study was to improve the conceptual development of an infant through age-appropriate picture books, as well as potentially reveal the effects of such books for developing concepts in children's literature. Study participants used the changing criterion design from single-case research models that consisted of 1 infant and 3 infants between 0-24 months old to ensure the social validity of the study. Age-appropriate informational and fiction picture books were given to the infant observed during the 0-24-month period. The results revealed that the single infant's conceptual knowledge in recipient and expressive language was improved more regularly and systematically compared with age-appropriate picture books under the guidance of parents. These findings provide evidence that infants' conceptual knowledge can be improved through age-appropriate picture books, as well as that both informational and fiction books can be used to effectively expose infants to different concepts. The findings of this study permit the examination of the concept development process in children belonging to different age groups.

While existing studies have underscored the educational benefits of generating explanatory hypotheses (EHs) in response to unexpected outcomes, empirical research on the underlying mechanisms driving their effectiveness in science learning remains limited. Thus, this study aimed to empirically examine the effectiveness of generating an EH for incongruent results in enhancing science learning. Two studies were conducted with 208 students who faced incongruent results out of 578 fifth and sixth-grade students. Study 1 revealed through hierarchical regression analysis that generating an EH predicted enhanced science learning and uncovered the highest predictive power compared to other predictors, including prior knowledge and motivating variables. Study 2 explored the contribution of generating an EH for incongruent results to comprehending scientific concepts through think-aloud protocols and retrospective interviews. The results demonstrated that, unlike students who could not generate EHs and passively acquired information from the text, students who formulated EHs more actively organized information by verifying their hypotheses and paraphrasing the scientific concepts in the text during reading the learning material after generating their hypotheses. The study findings indicate science education direction for future research and broaden the discourse surrounding effective educational practices.

Contemporary secondary science education is characterised by a greater inclination towards the constructivist paradigm of education and the development of inquiry-oriented teaching. The basic principle of this paradigm is the dynamic modification of preconceptions towards the desired level given by the school curriculum. This places particular importance on identifying the level of students' preconceptions and on uncovering any misconceptions. Since preconceptions are an individual characteristic of the learner, preconceptions can also be expected to be modified over time due to societal changes. The research is based on a semi-longitudinal study to find out what changes in the level of learners' preconceptions occurred between 2003 and 2023. The level of preconceptions was monitored in three basic dimensions: cognitive, affective, and the dimension of structuring. A total of 10 concepts from the field of science education in secondary school were selected. The research study involved 103 respondents in 2003 and 104 respondents in 2023, all 12-13 years old. The results show substantial increases in the level of preconceptions in all three dimensions studied. This reflects both societal changes in recent years and a change in attitudes towards science education.

This study examined the impact of spatial ability on science achievement by distinguishing between domain-general and domain-specific spatial abilities, focusing on their relationship with the conceptual understanding of the apparent path of the sun. Additionally, the mediating effects of domain-specific spatial knowledge on the relationships between spatial ability and science achievement were tested. A mixed-methods design was used. Forty university students participated. Mental rotation and astronomical drawing tests were used to evaluate their general spatial ability and science achievement. The domain-specific spatial knowledge used in solving astronomical drawing tests was ascertained via interviews and analyzed, with results presented as static-type semantic spatial propositions and dynamic-type spatial skills. The results demonstrated an overlap between general spatial ability and domain-specific spatial knowledge, challenging the traditional dichotomy between them. Furthermore, domain-specific spatial knowledge fully mediated the relationship between general spatial ability and science achievement. These findings have significant implications for astronomy education, highlighting the importance of domain-specific spatial competence over general ability in solving domain problems and underscoring the need for explicit instruction in the decoding of semantic spatial information in pictorial representations, which is often overlooked in studies focusing on spatial skills training or the surface characteristics of scientific representations.

In this study on concepts of geometry, the gestures and mimics used by the mathematics teachers working in school for the deaf to define some mathematical concepts with the sign language were investigated. The research employed the structured interview technique, a qualitative research method. Data were collected through interviews and video recordings with participants. The data were analyzed using the descriptive analysis method in accordance with the parameters set by French linguist Christian Cuxac. Semiotics was utilized to conceptualize and make sense of the ideas behind the signs. As a result of the analysis, signs representing the concepts of "angle, area, diameter, circumference, and perpendicular" were suggested. It was observed that the signs shown in the Turkish Sign Language Dictionary, prepared and distributed to deaf schools by the General Directorate of Special Education and Guidance Services of the Ministry of National Education, are the same. However, the signs for the five concepts show differences. Additionally, during the interviews, teachers stated that many mathematical terms are not included in this dictionary, making it difficult for them to teach effectively. Teachers emphasized that a dictionary containing mathematical terms would be very useful in their courses.

This paper suggests ways in which the profile of philosophical research in education could be raised, to demonstrate that it is legitimate and genuinely productive to engage in non-empirical research in education. I begin with some historical context for philosophical research in education, exploring the approach known as "conceptual analysis" as it was practiced some decades ago. I then identify four different ways of engaging in philosophical research in education today, namely, (1) a contemporary version of conceptual analysis, (2) a hermeneutic approach, (3) the philosophy of educational content, and (4) the philosophy of quantitative methodologies. I conclude by identifying three practical strategies for graduate students and researchers in the field, which touch on doctoral training, teacher education, and interdisciplinary or generalist research efforts in education.

Finding teaching methods that foster students' development of geometric thinking and visualization skills is still a current challenge. This study analyses the effects of the combined use of paper folding and dynamic geometry on high school students' geometric thinking and visualization skills. A quasi-experimental study pretest/post-test design was conducted in distance learning in Italy. The instruments employed were van Hiele Geometry Test (VHGT) and the Visual Test (VT) before and after the treatment. The data were analysed using statistical tests according their nature. The results revealed that both groups have improved in the post-tests compared to their respective pre-tests. However, the students in the experimental group achieved better geometric thinking scores and performed better in three out of four sections of the visual test compared to the students in the control group. Thus, the proposed combination of instruments may be suggested in high school to make geometry teaching more effective, even with distance learning.

Protein translation is a fundamental biological process taught in introductory general biology classes at the undergraduate level. This core scientific topic is often hard for students to understand as it involves several key players and piecing together of information learned in multiple lectures. The current study examines the effectiveness of role play as a complementary pedagogical tool for promoting student understanding, retention, and recall of the basic mechanics of protein translation. Students in 2 different sections of the same undergraduate biology class were involved in this investigation. In this active learning strategy, students assumed the roles of the various components involved in translation including the ribosome binding site, mRNA codons, polyA tail, tRNAs, and ribosome and then enacted the role play in class after a traditional lecture. Both pre-role play and post-role play assessments were used to gauge student comprehension of translation and hence determine the effectiveness of role play. Results from the quantitative analysis of data supported the hypothesis and revealed a statistically significant increase in mean student scores post role play in both sections. This study reiterates the importance of collaborative learning in student engagement and learning outcomes.

The study outlines the early-stage development of a free-response General Relativity Concept Inventory (GRCI), an educational instrument designed to test for conceptual understanding of General Relativity. Data were collected for the study by having 26 participants from General Relativity courses work through the questions on the GRCI. Interviews were conducted with four of the participants to gain further insight about their experience of working through the GRCI. The written responses revealed that participants were proficient when answering questions which required mathematical thought processes, but were more limited when answering questions which required conceptual and physical thought processes. The interviews revealed that participants found that free-response questions were appropriate to test for conceptual understanding of General Relativity. Participants identified that General Relativity has physical interpretations and mathematical constructs, and both are important to understand the theory. Participants thought that the GRCI could be given a formative purpose in a teaching context. The study was "proof of concept" in scope, with the aim of highlighting important points pertaining to the feasibility and development of the GRCI. Additional work to further investigate the above points highlighted by the study is encouraged.

This pilot study investigates the way that young students and teachers of a Dutch Science Technology Engineering and Mathematics (STEM) secondary school subject Research and Design (R&D) reason about the concept of 'model'. The core of the Dutch Technasium secondary school course Research and Design curriculum (R&D is in Dutch called Onderzoeken en Ontwerpen O&O) is to involve students in real-life design (or research) problems with a problem owner at a company or organisation. Students explore the nature of the design problem, establish a design brief, explore possible solutions and work out one option into a design, a prototype or a product depending on the level of complexity. Students work and learn in teams coached by Technasium teachers. Some secondary school teachers are qualified to teach at Technasium if they obtain a certificate from the Technasium foundation through a number of short training courses. They are originally teachers in various subjects like mathematics, physics, physical exercise, language and so on. The other part of the teachers has a teaching degree in R&D next to a degree in engineering. Thanks to different backgrounds the teachers offer a variety of angles and know-how in different fields of expertise needed during R&D activities. Such a composition is enriching and STEM supporting at the level of knowledge transfer. It is clear that some R&D teachers have no design pre-knowledge. A pilot survey of R&D students and teachers on the concept of 'model' within design activities unexpectedly showed similar doses of confusion about the concept of 'model' among students and teachers. Therefore, when asked to teach a concept of 'model' in design related activities teachers provided a different definition of concept. Often a physically built scale 'model' or prototype is the form of 'model' they recognize in designing. The danger of such an approach is that the students obtain different, incomplete, or incorrect knowledge about the concept of 'model' in relation to design. Therefore, the set of values and norms within the group of Technasium teachers is needed, to establish a design related frame of reference.

Higher education students, formally adults, are nevertheless subject to adultism. The co-authors of this article--the director of the Students as Teachers and Learners (SaLT) program and three undergraduates who have worked in pedagogical partnership with faculty through SaLT--discuss how this program counters adultism on three levels: conceptually, structurally, and personally/interpersonally. We conclude with implications of this work for others interested in creating structures, practices, and relationships that counter adultism in higher education.

In this article, we explored Grade 11 learners' algebraic and geometric connections when solving Euclidean geometry riders. A qualitative interpretive case study design was followed. Thirty Grade 11 learners from a non-fee-paying secondary school in the Capricorn North district of South Africa were conveniently sampled to participate in this study. Data were collected through learners' responses to classwork, homework exercises, and task-based interviews. Data were analysed thematically. The findings revealed that to solve Euclidean geometry riders successfully, learners need to establish the feature connections embedded in the given figure or diagram. The ability to make feature connections provides a point of departure in the solution process of a geometric problem. Contribution: Once the feature connection is established, other connections will subsequently emerge. In addition, the reversibility connections become a form of feature connection when solving Euclidean geometry riders. Therefore, we recommend that mathematics teachers emphasise and use mathematical connections in their daily teaching of mathematics.

To address the challenge of improving the understanding of chemistry concepts, particularly pH, this study explored the impact of integrating educational robotics on students' motivation and learning outcomes. A total of 160 3rd-year middle school students from a public school in Meknes, Morocco, participated in the study, which was divided into an experimental group (n = 82) and a control group (n = 78). Student performance was evaluated through standardized tests, while motivation levels were gauged using a questionnaire. The findings indicated a significant increase in motivation among students in the experimental group compared to those in the control group. However, no significant differences in overall academic performance were detected between the two groups. These findings provide valuable insights for educators and curriculum developers, underscoring the importance of integrating innovative pedagogical approaches with traditional methods to enhance science education.

The study was conducted to assess the effect of a blended learning educational model on grade ten students' mathematics conceptual understanding in Ethiopia. A non-equivalent pre-test and post-test quasi-experimental design was employed. Two intact classes from different schools were randomly selected and assigned to experimental (n=38) and comparison group (n=45). From the previous semester, students' record book revealed that both groups have almost an equivalent mathematics performance. A one-way ANOVA and paired sample t-test were used to analyze the data. Moreover, to check the equivalence of the groups, the same pre-test was developed and administered. The result indicates that both groups were equivalent. The test covers tenth-grade topics relations and functions, polynomial functions, exponential functions, and logarithmic functions. The study shows that students instructed through the blended learning approach surpassed those taught via the conventional method in their comprehension of mathematical concepts. The one-way ANOVA statistical result revealed there is a notable disparity between groups with effect size of [eta-squared]=0.269, which is a large effect size. Moreover, a paired sample t-test shows the experimental group showed a substantial mean difference of 14.327 with a very large effect size (d=1.016) when compared with the comparison group. Thus, the study shows that blended learning was more effective in improving mathematical conceptual understanding when compared with a conventional method of teaching. Based on the findings, the researcher recommends blended learning in mathematics education and suggests stakeholders and policymakers incorporate the model into the curriculum.

The study examined the effectiveness of BEEP Cards (BioEnergetics Enhancement Play Cards) on students' conceptual understanding of bioenergetics. The study involved one group of grade 11 students (n=29) from a public secondary school in the Philippines. The study employed a mixed-method research design, utilizing both quantitative and qualitative data to answer the research questions. Specifically, a one-group pretest-posttest action research design was used in this study. The study used a six-week exposure to the use of BEEP Cards. The quantitative data were obtained from a researcher-made and expert-validated 25item pre- and post-test questionnaire while the qualitative data were secured from focus-group discussions. Dependent samples t-test was used to determine significant differences in students' conceptual understanding of the topic Bioenergetics. Findings revealed a significant difference in the students' conceptual understanding before and after six-week exposure to BEEP Cards. Additionally, responses from focus group discussions imply the effectiveness of BEEP Cards in enhancing students' conceptual understanding. Hence, the utilization of BEEP Cards was found to help enhance students' conceptual understanding and performance in Bioenergetics among the Grade 11 students in a public senior high school in Valenzuela City.