Understanding how students reason about electromagnetic waves (EMWs) remains a challenge in physics education. Rather than viewing student thinking as dominated by stable misconceptions, this study adopts a resources-oriented viewpoint to examine how students activate different conceptual ideas across contexts. Written responses from 37 students to five open-ended questions about EMWs were analyzed, with each answer treated as a student question unit. Through inductive coding, seven conceptual resources were found, including medium interaction reasoning, constancy of EMW speed reasoning, field-based wave generation, energy transfer to matter, and self-propagation in vacuum. A descriptive frequency analysis discovered strong context dependence on resource activation. Different resources consistently dominated different questions, with minimal overlap across contexts. Medium based reasoning was most prominent when comparing wave speeds in different materials, field-based reasoning dominated explanations of wave generation, energy-transfer reasoning dominated microwave-heating explanations, and vacuum-propagation reasoning dominated questions about spread in empty space. These patterns were recurring across many student responses. The findings show that students possess a repertoire of productive conceptual resources that are selectively activated rather than uniformly applied. This study stresses the importance of instructional approaches that support the coordination and refinement of students’ existing ideas across contexts.
Environmental education in early childhood is an important part of education for sustainable development, helping to form children’s environmental awareness, values, and responsible behavior towards the environment. However, research studies show that pre-service pre-school teachers often lack practical skills and methodological knowledge needed to effectively integrate environmental topics into the educational process. Therefore, the aim of this study was to reveal the strategies of environmental education expected by pre-service pre-school teachers, their perceived implementation challenges, and the evaluation of the preparation provided by the study program. The research is based on a sustainable development education paradigm, theories of social constructivism and experiential learning, concepts of teachers’ professional competence and self-efficacy, and the ecological systems theory. The research was conducted using a mixed-methods design that combines qualitative and quantitative analyses. Data were collected using a written survey with four open-ended questions, designed to elicit planned teaching strategies, anticipated challenges, curriculum assessment readiness, and the need for additional professional support. 64 pre-service pre-school education teachers from two Lithuanian universities participated in the study. The data collected were analyzed by applying quantitative content analysis, identifying meaningful units, forming subcategories and categories, and calculating their frequencies. The results of the study showed that pre-service teachers attach the greatest importance to experiential and practical activities in the natural environment. The main expected challenges are related to limited parental involvement, a lack of material and organizational resources, children’s developmental peculiarities, and insufficient professional training for teachers (especially in practical implementation). The results of the study show an obvious need to strengthen the integration of environmental education into preschool teacher training programs, to develop practical training opportunities, and to provide greater methodological and professional support for pre-service teachers.
Mathematical literacy, encompassing the ability to think analytically and apply mathematical concepts to solve problems in authentic contexts, is a key competence of the 21st century, which is also emphasized in the new curricular framework in Slovakia. One of the didactic approaches that support the development of mathematical literacy is contextual teaching and learning (CTL). Existing literature reports a range of methods for implementing the CTL approach, indicating considerable variability in its conceptualization and application across studies. The aim of this study is to provide a systematic perspective of the research focused on the implementation of CTL in mathematics education. Relevant studies were retrieved from the Web of Science, Scopus, ERIC, and Google Scholar databases. The review included studies that examined CTL-based instruction in mathematics education and were published between 2015-2024. The methodological framework of this review was guided by the principles outlined by Mareš (2013) employing PRISMA 2020 checklist for reporting. The findings indicate the existence of three distinct levels of CTL implementation that differ in their degree of alignment with CTL as defined in the literature. Specifically, three levels of CTL incorporation into the educational process were identified: (1) direct implementation of the REACT strategy, in which CTL is applied through all its components in accordance with the original sequential model; (2) application of CTL components as defined by Johnson (2002) and Hamruni (2012); and (3) use of alternative instructional strategies, in which only selected CTL elements are implemented.
As artificial intelligence (AI) becomes increasingly integrated into education, its pedagogical application must be guided by established learning theories to ensure relevance and developmental appropriateness. This study investigates the innovative integration of AI-based tools into mathematics instruction, focusing on fractions in a Greek lower secondary school. Drawing on Piaget’s constructivist theory, Vygotsky’s sociocultural theory, and information processing theory, it examines whether AI-supported environments can enhance conceptual understanding, procedural fluency, and engagement. A quantitative quasi-experimental design was implemented over six weeks with 63 seventh-grade students divided into an experimental group (n = 31) and a control group (n = 32). The experimental group received AI-enhanced instruction using DreamBox Learning, Fractions Lab, ChatGPT, and Mathia (Carnegie Learning), while the control group followed the standard curriculum. Instruments included a mathematics conceptual understanding test, a procedural fluency test, and a student engagement questionnaire measuring behavioral, emotional, and cognitive engagement. Statistical tests confirmed significant differences between groups, with the experimental group showing higher performance and engagement. The study’s innovation lies in combining adaptive, interactive, and dialogic AI tools within a theory-driven framework. Implications include guiding educators in selecting AI tools that align with cognitive and socio-constructivist principles, fostering both academic achievement and student engagement. Beyond empirical gains, this study contributes a theory-aligned integration model that operationalizes Piagetian constructivism, Vygotskian scaffolding, and information-processing principles within AI-enhanced fraction instruction, offering a transferable blueprint for research and practice.
This meta-analysis provides a comprehensive overview of the findings of studies in science education conducted between 2006 and 2021 (April) to improve computational thinking. The research process began with a literature review and the establishment of eligibility criteria. Following this, a coding form was developed to ensure the reliability of the coding, a pilot coding process was conducted, and the coding form and coding guide were finalized. This process concluded with data analysis, evaluation of findings, and reporting (investigator coding and parallel coding). The overall mean effect size (d = 0.714) for the 32 primary studies that met the inclusion criteria resulted in a moderate effect. Additionally, many moderator variables were determined (publication type, language, country, the status of the pilot study, year of publication, method, design, model, sampling method of the study group, the demographic structure of the study group, school type of study group, application research area, duration of application, the person performing the application, using the computer, coding, robotics, algorithm and flipped classroom method in the application, type of measurement tool, and the person who developed the measurement tools). Finally, an in-depth discussion of how these variables identified as moderators relate to their effectiveness was included.
The topic of gifted students has been significantly reflected in a number of scientific publications in recent years, many of which point to the fact that the giftedness of these students is not always apparent in the school environment, and therefore not always identified (Siegle et al., 2025). This article presents a theory corresponding to this topic and related research that deals with a case study using qualitative research methods. The selected case study focuses on a student who, before entering primary education and during it, appeared to be mathematically gifted at the home environment, but his giftedness was not identified in the school environment, let alone further developed. The insufficient fulfilment of the student’s development needs in mathematics within the school environment led to the search for individual support outside the school environment. Based on this request, the student was involved in a one-year pedagogical intervention in mathematics. The article presents typical manifestations of the student’s mathematical giftedness and describes the process of this individual intervention with the student, which aimed to expand his strategies for solving mathematical problems and develop his metacognition. Metacognition is crucial not only for academic performance but also for the autonomy, self-confidence and socio-emotional well-being of gifted students. The study therefore highlights the importance of supporting metacognitive thinking as a key tool that will enable gifted learners to face challenges more effectively, adapt to new situations and fully realize their potentials.
The effective implementation of the next generation science standards (NGSS) practices is widely recognized as central to promoting scientific literacy and early development of critical thinking skills in primary education. Grounded in constructivist learning theory and inquiry-based science education, this study addressed the limited empirical understanding of how teachers in non-NGSS contexts interpret and report their engagement with science and engineering practices (SEPs). The study employed a qualitative research design, using semi-structured interviews to examine teachers’ self-reported perceptions of the frequency, nature, and challenges associated with implementing the eight NGSS-aligned SEPs. The sample comprised 12 primary science teachers teaching grade 4-grade 6 in Omani schools. Data were analyzed thematically to identify patterns in teachers’ reported practices and perceived constraints. The findings indicated that practices such as planning and carrying out investigations and analyzing and interpreting data were reported as more frequently enacted, reflecting alignment with inquiry-based instructional approaches. In contrast, practices including asking questions, developing and using models, and engaging in argument from evidence were reported less consistently. Teachers identified limited resources, time constraints, and variability in students’ abilities as key challenges influencing their engagement with NGSS practices. Overall, the study provides insight into teachers’ professional reasoning and perceived enactment of NGSS-aligned practices within a centralized and examination-driven educational context. The findings underscore the need for targeted professional development, structured instructional frameworks such as claim-evidence-reasoning, and improved resource support to strengthen the implementation of epistemically demanding NGSS practices in primary science classrooms.
The study aims to investigate the effect of formative assessment on improving inquiry-based learning (IBL) in chemistry topics among secondary school students. A mixed-methods quasi-experimental design was employed, integrating quantitative data from achievement tests and engagement scales with qualitative data obtained through semi-structured interviews with chemistry teachers. The participants of the study consisted of 168 students in secondary school students at Al Shola Private School in UAE in the academic year 2024-2025, divided into an experimental group (n = 85) and the other a control group (n = 83) in addition to 7 teachers who performed the practices. Experimental procedures were carried out for 5 weeks. IBL achievement tests, engagement scales, and interviews were used as data collection instruments. The results showed statistically significant differences between the experimental and the control groups in favor of the experimental group. The results also showed a significant effect of using formative assessment during IBL on the student’s engagement in the experimental group. Moreover, the results also showed that achievement varied according to the gender of the students in the experimental group (in favor of females). As for the engagement, there were no statistically significant differences regarding the gender variable. Furthermore, chemistry teachers reported the positive impact of formative assessments on improving student learning through IBL.
The abstract nature of mathematical concepts often impedes learners’ comprehension, particularly within geometry, a difficulty accentuated at the transition from secondary to higher education, where students shift from procedural fluency to formal, axiomatic reasoning. The goal of this study was to understand how a hybrid flipped learning design, mediated by Moodle and supported by artificial intelligence (AI), articulating tangram, GeoGebra, and Polypad, improves performance in geometry and qualifies students’ geometric reasoning, by mapping the appropriation of AI-generated explanations in asynchronous interactions. Methodologically, we adopted a mixed-methods, single-group pre-/post-design (n = 22) within a hybrid flipped learning cycle streamlined to asynchronous preparation via Moodle and AI tools and studio-style, in-class sessions; qualitative data comprised forum posts analyzed through directed content analysis. Pre-/post-comparisons showed statistically significant gains on all four domains, robust to parametric and non-parametric tests; effect sizes ranged from large to very large, with distributional shifts across outcomes. Individually, improvement was most widespread for spatial reasoning and mathematical problem-solving; geometric properties improved for 15 students; geometric deduction was heterogeneous. Qualitatively, students increasingly named and justified properties, described transformations with greater precision, and used AI-generated explanations as scaffolds to verify reasoning, explore alternative representations, and correct misconceptions while maintaining authorship of arguments. These findings indicate the promise of multimodal, AI-supported hybrid designs for early undergraduate geometry learning, while acknowledging limits of causal inference, small sample size, and absent follow-up.
The aim of this paper is to analyze the mathematical work done by teachers when interacting with a GeoGebra application in a task on the area of quadrilaterals. The theoretical framework is focused on the mathematical working space (MWS) theory. The research approach is qualitative, based on a case study. The research subjects are two high school mathematics teachers. Results show that, in the personal MWS of both subjects, iconic visualization and pragmatic proof prevail, and the activation of the semiotic and discursive genesis is largely highlighted. Also, the type of device used has been proven to generate different MWS.
In our research, we used the word association test to assess the biology knowledge of seventh-grade pupils with (N = 34) and without mild intellectual disabilities (N = 40) in the context of the use of tools. The use of the word association test is quite common among typically developing pupils, however, it is not yet widely used for pupils with mild intellectual disabilities. Furthermore, pupils with mild intellectual disabilities learn by using other tools, which may lead to different results. The first section of the research included a self-composed questionnaire, and this was followed by the word association test where the pupils had one minute to give answers to the stimulus words. For the analysis we used the SPSS statistical program and ANOVA. The results of the two groups of pupils were different because pupils with mild intellectual disabilities reported more misconceptions in the same amount of time (7.63 and 12.38). Furthermore, more frequent tool use by pupils with mild intellectual disabilities was correlated with the proportion of misconceptions (low used 11.47; high used 13.53; p = 0.004). In addition, the examination highlighted the different risk factors of using various tools in biology class.
Peer-to-peer dialogue can enhance students’ understanding of mathematics by stimulating active processing and articulation of knowledge. However, this type of interaction also places demands on working memory, which may hinder learning if cognitive load becomes excessive. To optimize classroom dialogue, it is important to distinguish between different types of cognitive load: intrinsic load (IL), extraneous load (EL), and germane load (GL). Existing self-report instruments do not account for the distinct cognitive demands associated with students’ roles as listeners or explainers. This study aimed to develop and validate a questionnaire to measure IL, EL, and GL separately for both listening and explaining roles during peer-to-peer dialogue in secondary mathematics classrooms. The development process involved a literature review, analysis of existing instruments, adaptation for adolescent learners, and integration of mathematical dialogue characteristics. The resulting instrument consists of 18 items, 9 for each role. To validate the instrument, two studies were conducted using peer instruction in Dutch secondary school classes (n = 65 and n = 32; ages 15-17). Principal component analysis confirmed a three-factor structure aligned with the three types of cognitive load for both roles. The results suggest that the questionnaire is a promising tool for measuring differentiated cognitive load during classroom dialogue. It may inform instructional design aimed at balancing cognitive demand and supporting effective peer interaction in mathematics education.
The way in which science and technology are shown and perceived by society—and by teachers in training—can influence attitudes that emerge towards science and technology subjects in the classroom. This study examines attitudes, primarily confidence, towards science and technology in general, and considers how this would influence attitudes towards science subjects. To do so, we administered a survey on perceptions of science and technology to a sample of 452 prospective primary school teachers and performed a descriptive and multivariate analysis of the data. The results show that pre-service teachers have less interest in science, are less informed, and show less confidence than their age cohort. This should encourage institutions to reflect on their selection and hiring processes for teaching careers. It seems that recruiting future teachers with a spontaneous interest, trust in scientific matters and a greater level of basic scientific knowledge would provide a sample of teachers closer to the different attitudes to science that exist in society. The findings also suggest that knowledge about social perception of science impacts the classroom. Therefore, it should be included in the training of future teachers and be a component of pedagogical content knowledge.
Mathematical modeling is an essential tool for resolving intricate practical issues and is crucial for fostering innovation and advancement in the fields of science, engineering, and technology. This study employs a causal correlational research design to examine the effects of mastery goal and performance goal on mathematical modeling competency. Cluster sampling method was used to select 432 undergraduate students enrolled in a mathematics education program in Hebei Province, China. Among these students, 344 (79.6%) are female and 88 (20.4%) are male. Amos 28.0 was used to analysis data with structural equation model. The results shows that both mastery goal and performance goal have significant effects on mathematical modeling competency. The path coefficient from performance goal to mathematical modeling competency is 0.17, which is lower than the path coefficient of 0.23 from mastery goal to mathematical modeling competency. This suggests that through the significant impact of performance goal on mathematical modeling competency, teachers can provide appropriate competitive activities to increase the motivation of achievement focused students. Through the beneficial impact of mastery goal on mathematical modeling competency, teachers can motivate students to prioritize developing understanding and expertise in their learning rather than focusing solely on grades or competitiveness. Really teach students in accordance with their aptitude in teaching.
This study investigated middle school students’ perceptions of mobile augmented reality (MAR)-supported instruction in the solar system unit. Designed as a qualitative case study, the research involved 22 sixth-grade students who completed pre- and post-implementation opinion forms. Data were analyzed through inductive content analysis, supported by expert validation and intercoder reliability procedures. Findings indicated that students expected MAR to enhance visualization, motivation, and enjoyment in learning. Following the four-week instructional process, most of these expectations (86%) were fulfilled. Students reported that MAR facilitated a clearer understanding of planetary features and fostered active participation, while a small number expressed negative views due to challenges in technology use and group-based activities. These findings align with previous research emphasizing MAR’s cognitive and affective benefits, while also highlighting implementation challenges such as technical constraints and classroom management issues. Overall, the study demonstrates that MAR can enrich science education by integrating conceptual learning with engagement and motivation. Situated within the framework of the 2018 and 2024 Turkish science curricula, the findings illustrate how MAR aligns with national priorities for digital transformation while revealing infrastructural constraints in real classroom contexts. The study contributes to the growing body of literature on augmented reality in education by presenting both the opportunities and limitations of MAR integration and by offering practical insights into educators and researchers seeking to embed emerging technologies into science instruction.
This study investigates the impact of experimental demonstrations on the academic achievement, conceptual understanding, and attitudes toward science of third-grade students, with a focus on alternative energy topics. Conducted in an Arab-community middle school in Northern Israel, the research involved 120 students, divided equally into an experimental group (n = 60) and a control group (n = 60). The experimental group received instruction through hands-on demonstrations related to solar, wind, hydropower, biomass, and geothermal energy, while the control group was taught using traditional methods. Employing a mixed-methods design, data were collected through academic tests, attitudinal questionnaires, and semi-structured interviews. The results showed that students in the experimental group achieved significantly higher post-intervention scores (mean [M] = 82.62, standard deviation [SD] = 12.93) compared to the control group (M = 71.28, SD = 15.06), with a statistically significant difference (t [118] = -2.58, p < .01). Additionally, the experimental group demonstrated a significantly greater understanding of alternative energy concepts (M = 3.27, SD = 0.42) than the control group (M = 2.82, SD = 0.53), (t [58] = -3.42, p < .001). Attitudinal measures also favored the experimental group (M = 3.34, SD = 0.44) over the control group (M = 3.09, SD = 0.64), with a significant difference (t [118] = -2.12, p < .05). These results advocate for integrating demonstration-based teaching to enhance science education outcomes, particularly in sustainability topics.
This review article examines the ideas and analyses put forth by Josip Slisko in his 2026 book on matchstick puzzles, which provide a basis for projecting them onto domains of study such as math cognition with implications for math education. The book is a truly significant one bridging these two domains, showing how an apparently simple puzzle form enfolds deep mathematical ideas and principles that, when fleshed out, put on display what fundamental mathematics is all about. Above all else, Slisko’s book has specific important implications for math education, which will be highlighted in this review article.
Science process skills (SPS) and scientific creativity (SC) are widely recognized as central outcomes of contemporary science education, yet the mechanisms linking these constructs remain insufficiently understood. This study examines the partial mediating role of classroom climate in the relationship between students’ SPS and SC. Grounded in social cognitive theory and the componential theory of creativity, the study employed a quantitative cross-sectional design using structural equation modelling with data from 350 eleven-year-old students in Malaysian public primary schools. Data were collected using validated instruments measuring SPS, perceived classroom climate, and SC. The findings indicate that SPS significantly predict SC both directly and indirectly through classroom climate. Classroom climate emerged as a significant partial mediator, indicating that a supportive, engaging, and autonomy-enhancing learning environment strengthens the translation of students’ inquiry skills into creative scientific outcomes. These findings underscore the importance of pedagogical practices that simultaneously emphasize the development of SPS and the cultivation of positive classroom climates. The study contributes empirical evidence to the understanding of socio-cognitive mechanisms underlying SC and offers practical implications for curriculum design and teacher professional development aimed at promoting higher-order learning outcomes in primary science education.
This research employs a multiple case study to explore pre-service and in-service mathematics teachers’ task design practice for addressing the principles of inclusion, equity, and diversity (IED) in the context of teaching ratio and proportion, and to observe the evolution of their practice upon participating in a workshop focused on integrating IED principles into task design. The participants were four in-service and two pre-service primary and lower secondary school teachers in Norway. Data was collected through semi-structured interviews with participants in a workshop and analyzed through the lens of the anthropological theory of the didactic. The findings suggest that participants modified their task design techniques during the workshop. Participants critically reflected on their practice, enabling them to amend their tasks to align with IED principles. These changes were detailed in the results, and their implications for task design practice were discussed.
This quantitative study examined the impact of teachers’ self-reported use of instructional practices for conceptual understanding, teaching experience, and parental education on eighth-grade students’ science achievement scores in Australia, England, Japan, South Africa, and the United States, using data from TIMSS 2015 and TIMSS 2019. The data were subjected to descriptive statistical analyses and multiple regression modeling to investigate the extent to which teachers’ use of conceptual understanding practices, teaching experience, and parental education affects students’ science achievement. The findings revealed that teaching for conceptual understanding practices did not always contribute to improved students’ science achievement scores. However, teachers’ teaching experience and parental education could have a positive effect on students’ science achievement scores. The findings also showed that science teachers’ teaching for conceptual understanding practices weakly accounted for differences in students’ science achievement scores in the five countries, although a large percentage of teachers self-reported using conceptual understanding practices in their classrooms. The authors posit that such practices are beneficial for students’ achievement in science and STEM and that establishing a universal characterization of “teaching for conceptual understanding” would enhance the conduction of cross-national studies.
