Science anxiety may influence students’ engagement and persistence in Science, Technology, Engineering, Mathematics, yet its measurement in upper-secondary science remains fragmented. This pilot study developed and preliminarily examined a multidimensional questionnaire assessing subject-specific science anxiety, intolerance of uncertainty (IU), thinking-related anxiety, classroom context, and competence beliefs. A retrospective convenience sample of 44 1st-year teacher-education students completed the questionnaire based on their upper-secondary science learning experiences. Analyses focused on feasibility, internal consistency, item functioning, and preliminary associations among constructs. Most subscales showed acceptable to strong internal consistency, although some items and the perceived skills scale required refinement. Physics and chemistry were most often identified as the most anxiety-provoking science subjects. Descriptive correlations suggested that subject-specific anxiety, creative thinking anxiety, and IU were positively related, while teacher support, autonomy, and self-efficacy appeared partly distinct. Overall, the questionnaire provides a preliminary basis for further refinement and validation with current upper-secondary students.
Despite the global emphasis on Science, Technology, Engineering, and Mathematics (STEM) education, the field is still marked by systemic disparities that restrict the participation of underrepresented groups. While the necessity of inclusive practices is widely recognized, European educators frequently lack context-specific professional development (PD) tailored to their unique educational landscapes. This study explores how STEM teachers reflect on their identities, classroom practices, and school environments in relation to inclusion. Data were collected from 63 STEM teachers across 16 European countries who participated in a targeted blended training program, using a questionnaire-based self-reflection tool adapted from the American Psychological Association’s (2021) considering diversity self-reflection tool and comprising Likert-scale items on teacher identity, classroom practices, curriculum/materials, and school environment. The study employed descriptive statistics to assess teacher perceptions and Kruskal–Wallis tests to examine the impact of training duration. Key findings indicate that while teachers hold strong positive beliefs regarding the importance of inclusion (M = 4.6), they report significantly lower confidence in practical applications, such as constructively addressing diversity-related conflicts (M = 3.9) and selecting inclusive curriculum materials. Crucially, the analysis revealed that the duration of training significantly impacts teachers’ self-awareness, specifically regarding how their own cultural identities influence their professional judgment (p = 0.008). These results highlight a critical gap between inclusive intent and pedagogical practice. The study concludes that to move beyond superficial awareness, future STEM PD curricula in Europe must be redesigned to prioritize sustained, critical reflection and provide concrete strategies for conflict resolution and material adaptation.
This study aims to conduct a comparative analysis of chemistry teacher training programs in Türkiye and the Netherlands from the perspective of the United Nations 2030 Sustainable Development Goals (SDGs) within the scope of integrating global sustainability principles into education systems. The curricula of the bachelor’s degree programs in chemistry education at Hacettepe University in Türkiye and Hogeschool Utrecht in the Netherlands are examined in this study based on the social, environmental, and economic dimensions of the SDGs. The findings of the analysis reveal that both higher education institutions have included sustainability goals in their education programs, but the priorities emphasized differ according to institutional and regional dynamics. While the “Quality Education” goal (SDG 4) is a dominant element in the Turkish program, the Dutch program allocates much more space to the themes of “Industry, Innovation and Infrastructure” (SDG 9) and environmental sustainability in addition to SDG 4. It is concluded that while the programs in both countries primarily focus on the social dimension of sustainability, a more balanced and holistic approach is needed to integrate the environmental and economic dimensions into the curriculum for the training of future chemistry teachers. Thus, this study serves as an important indicator of the process of modernizing teacher training curricula in line with the SDGs.
Practical work in secondary science education is often organized through closed “cookbook” protocols that constrain students’ autonomy and limit the development of scientific thinking. This study examines the impact of two instructional approaches to a DNA extraction activity in Biology and Geology: A cookbook-style laboratory practice and an inquiry-based science education (IBSE) activity. A mixed-methods design was implemented, combining a pre–post-test component within each group with a comparison between two non-randomized cohorts of students in the 4th year of compulsory secondary education in Spain (n = 45). Academic performance was assessed through a multiple-choice test, self-perceived critical thinking and satisfaction were measured using validated questionnaires, and meaningful learning was explored through qualitative analysis of delayed open-ended responses. Both approaches led to improvements in immediate academic performance. However, only students in the inquiry-based condition showed evidence of deeper conceptual understanding, explicit references to the scientific method and a sustained perception of meaningful learning. These findings highlight the potential of IBSE-oriented laboratory work to foster not only scientific literacy and deep learning, but also transferable competences relevant for science-related vocational pathways.
While museums are increasingly recognized as key sites for Education for Sustainable Development, a significant gap persists between their environmental messaging and material practices. This paper addresses an overlooked dimension of museum pedagogy: The design of physical instructional materials. We argue that the prevalent use of single-use, resource-intensive science kits represents a missed opportunity to model sustainable science. This paper introduces ECO-INSTRUCT, a conceptual framework to guide the development of sustainable instructional materials. Derived from reflective practice at the National Science and Technology Museum, the framework is built on five core principles: Material Circularity and Regeneration, Low-Carbon and Localized Production, Design for Multi-functionality and Reusability, Design for Durability and Repairability, and Digital Integration for Dematerialization. We posit that instructional materials are not neutral but are value-laden artifacts that shape learners’ understanding of the nature of science. By embedding sustainability into the design process, educators can create tools that reduce their ecological footprint and enhance pedagogical practice by fostering key sustainability competencies such as systems thinking, creativity, and resourcefulness. This framework guides museums to pioneer a more responsible and philosophically coherent approach to science education.
This study examined the effects of supplementary learning using artificial intelligence (AI) courseware, implemented in conjunction with regular elementary science instruction, on the scientific inquiry skills and scientific communication skills of students. The participants were 111 sixth-grade students from six classes in an elementary school in S City, who were assigned to an experimental group (three classes, 57 students) and a comparison group (three classes, 54 students). Both groups completed the same 32-lesson science curriculum over one semester. In addition to regular instruction, the experimental group participated in supplementary learning based on individual AI courseware for 20 min, 3 times a week, while the comparison group participated in supplementary learning using textbooks, experiment observation materials, and problem-solving worksheets for the same duration. The pre-test and post-test data were analyzed using analysis of covariance, with the pre-test scores treated as covariates. The results did not reveal statistically significant group differences in overall scientific inquiry skills. However, significant group differences were observed in specific subdomains of scientific communication skills, particularly in the explanatory purposes of “What” and “How” and in the numerical form of communication. These findings suggest that the effects of the use of additional AI courseware are limited and domain-specific. Although AI courseware may support numerical information processing and foundational explanatory communication skills, it appears insufficient to foster higher-order inquiry skills and more advanced forms of scientific communication without deliberate instructional mediation.
Systems thinking skills complemented with domain-specific conceptual knowledge are necessary to mitigate the ecological crisis caused by climate change. This cross-sectional study adapts the biology systems-thinking (BST) framework to evaluate systems thinking skills and their potential associations with knowledge related to core concepts in biology. This study is among the first to apply the BST framework while using a scenario-based case focused on the effects of climate change on boreal forest ecosystems. Forty-two 2nd-year biology undergraduate students with no specific training on systems thinking participated. They read the scenario and answered an open-ended task designed to require both application of prior knowledge and systems thinking skills. Responses were analyzed through the protocol of deductive qualitative content analysis to reveal differences in systems thinking skills and the extent of conceptual knowledge. Results highlight the potential role of conceptual knowledge in supporting systems thinking. Particularly, the quality of knowledge about evolutionary processes was higher among the students who exhibited reasoning across systems, the highest skill level in the BST framework. By integrating systems thinking into domain-specific curricula, educators can enhance students’ ability to address complex ecological challenges. Scenario-based tasks seem effective in revealing differences in systems thinking skills. Educational implications are discussed, specifically highlighting the need for instructional strategies that foster robust conceptual understanding of evolutionary processes as a key component of advanced systems thinking.
This study investigates whether a GPT-based tutor can improve learning and self-monitoring in introductory physics. Two parallel sections studied Newton’s Second Law: An experimental class used the tutor artificial intelligence (AI) and a control class used a textbook (CO). Students then took a quiz with per-question confidence ratings and completed brief questionnaires on extraneous cognitive load, intrinsic cognitive load, self-efficacy, situational interest (SI), and affect (EMO). We examined quiz performance, confidence patterns, and metacognitive calibration, how closely confidence matches accuracy. AI students scored higher and showed better calibration: they tended to be confident when correct and less confident when wrong. CO students reported higher overall confidence but showed weaker calibration. Questionnaire reliability (Cronbach’s α) was generally higher for AI, with SI and EMO most consistent. Overall, the GPT-based tutor improved performance, supported motivation, and strengthened metacognitive judgment in a foundation-level physics setting.
This study analyzed 40 Scopus-indexed international journal articles (2016–2025) exploring the defining features of Science, Technology, Engineering, and Mathematics Project Based Learning (STEM-PjBL) in science education, the topics and projects implemented, and recommendations for further research. A systematic literature review following the Preferred Reporting Items for Systematic Reviews and Meta-analyses guidelines was employed as the research methodology. The results showed that quantitative approaches dominated (50%) with a focus on upper secondary and higher education levels. The largest contribution to the research came from Indonesia (35%), followed by the United States (22.5%) and Taiwan (12.5%). Content related to ‘science with other subjects’ was the most prevalent category, accounting for 32.35% of the articles analyzed for science content. The projects implemented were also highly varied, aligning with the research topics. Recommendations include developing samples and methodologies, exploring fields and educational levels, and delving into specific factors. Recommendations are also directed toward policymakers, teachers, students, and schools. Findings confirm that STEM-project-based learning (STEM‑PjBL) effectively cultivates critical thinking, fosters creativity, and career interest in STEM fields. Thus, STEM-PjBL emerges as an effective pedagogical strategy in equipping students to tackle the challenges of the 21st century.
Dialogic teaching (DT) has been shown to improve student performance and increase interest in science. Despite these reported advantages, DT is not widely adopted. This research aims to determine whether science teachers perceive there to be barriers to the implementation of DT and to determine the nature of these barriers. This case study was conducted with a cohort of science teachers in a United Kingdom secondary school. Inductive content analysis was used to interpret data from a questionnaire, interviews, and a focus group. Results show that science teachers do believe there are barriers to implementing DT. The most commonly reported perceived barrier was the confidence and anxiety of students. This has not been described previously and may be one of the many negative outcomes of the COVID-19 pandemic. Whilst science teachers believed that most barriers could be overcome, there were few suggestions on how to overcome the barrier of student confidence and anxiety. This study also found that whilst science teachers were positive about DT, their understanding of the term is not fully developed. This could lead to incorrect implementation. The findings indicate a need to provide high-quality training programs to improve understanding of DT and how to overcome the barriers identified.
This study investigates students’ conceptions of the free-fall motion concept. The three-tier open-reason test was used as an instrument to diagnose students’ conceptual understanding. A total of 20 high school students (10 males and 10 females) participated in this study. The analysis focused on individual-centered verbal written representations to uncover students’ understanding, misconceptions (MCs), and the reasoning behind their answers. The results indicate that the most dominant MCs is the belief that gravity does not act in a vacuum. While some students demonstrated partial or sound understanding, many provided guessing or non-scientific answers. Rasch analysis was employed to measure individual student abilities and map item difficulty, enabling the identification of students who require targeted interventions. These findings highlight the importance of addressing specific MCs and applying tailored instructional approaches to enhance conceptual understanding in physics.
This study examines the impact of technology-enhanced, brain-based learning (BBL) on the science understanding and performance of disadvantaged students in South Africa. The research employed an experimental design, involving 18 students in the control group and 23 in the experimental group. These students were assessed at a University of Technology in South Africa over six consecutive sessions, focusing on a challenging physics concept, fluid mechanics, which is not covered in the school syllabus. The teaching intervention incorporated BBL strategies supported by technology, integrating current neuroscientific insights with evidence-based pedagogical approaches in the classroom. A science achievement test was administered before and after the intervention, along with a structured Likert-scale questionnaire. The findings suggest that the intervention positively influenced science understanding and performance. Participant feedback indicated that 91.3% felt optimistic that the intervention helped them better grasp science concepts. The statistical analysis shows that the experimental group exhibited greater improvement in science scores than the control group, although the difference was not statistically significant.
This study investigated how a school-industry partnership intervention influences Finnish high school students’ interest in science, technology, engineering and mathematics (STEM), and their competence development through a hands-on weather balloon project. The intervention engaged students, technology education student teachers (ST), teachers, university lecturers and industry experts in collaborative design, assembly, launch and analysis activities. Using a mixed-methods approach, quantitative data from questionnaires assessed students’ interest factors, perceived relevance and self-competence, while qualitative data from open-ended responses provided insight into students’ experiences. The results indicated that practical engagement in an interdisciplinary collaboration and a supportive learning environment strengthened students’ agency, knowledge acquisition and further interest. However, a significant discrepancy emerged between ST’ higher evaluations of students’ competence development and students’ more modest self-assessments, particularly in technical proficiency. This gap highlights the need for clearer communication regarding learning goals, formative assessments and reflections to help students recognize their growth. As suggested by the findings, well-structured partnerships offer authentic learning aligned with curriculum goals, promoting 21st-century skills and supporting students’ STEM orientation.
This study examines how in-service middle school science teachers in Turkey conceptualize and implement inquiry-based teaching (IBT) within an examination-driven, centralized system. Employing a qualitative multi-case design, five teachers were purposively selected, and data were triangulated through semi-structured interviews and extended classroom observations. The findings indicate that while teachers value IBT for fostering questioning, evidence-based reasoning, and collaboration, their enactment is constrained by high-stakes examinations, rigid pacing guides, limited laboratory resources, and episodic professional development. Teachers reported adapting by blending inquiry with test-oriented routines, narrowing investigations, and relying on informal peer support to address material and time constraints. Cross-case synthesis reveals an implementation gap between policy rhetoric and everyday practice, sustained by misalignment across curriculum, assessment, and professional learning. The study provides a comprehensive, context-sensitive account of how teachers interpret and negotiate IBT under structural pressures, offering analytic insights that are transferable to similarly centralized systems. Closing this gap requires coherent assessment policies that reward investigative practices, sustained, job-embedded professional learning, and the equitable provision of laboratories, consumables, and manageable class sizes. By foregrounding teachers’ voices alongside observed practice, the study advances understanding of the practical conditions under which IBT can transition from aspiration to routine classroom reality across diverse regions and comparable systems worldwide.
In the light of increasing pressure on natural resources, growing social inequalities, and enhancing health problems, the concept of sustainable nutrition is becoming increasingly important to overcome several of these challenges. It combines ecological compatibility with social justice and health benefits and thus represents an essential component of sustainable development. Education plays a decisive role in promoting a profound understanding of these complex interrelationships and developing skills for sustainable behavior. This study explores prospective science teachers’ understanding of sustainable nutrition through qualitative analysis of individual interviews (n = 15). The findings reveal while nearly all respondents referred to ecological, social, and economic aspects, the health-related and cultural dimensions were considered less frequently. Accordingly, prospective science teachers demonstrated a multi-perspective mindset to sustainable nutrition but did not integrate all perspectives relevant to profound teaching or decision-making. Sustainable nutrition is mostly associated with the concepts of regionality, a meat-free diet, and higher prices. Although students showed an awareness of the complexity of sustainable nutrition, the 28 mentioned sub-concepts were often used in an undifferentiated manner. Critical gaps in knowledge remain, such as an egocentric view instead of global thinking. These insights highlight the need for subject-specific content and interdisciplinary approaches in higher education on sustainable topics.
Inquiry-based learning (IBL) has emerged as a cornerstone of innovative STEM education, fostering student agency and scientific thinking. However, the field remains fragmented, with limited synthesis of its evolving intellectual foundations and thematic directions. The present study employed a comprehensive bibliometric analysis to map the global landscape of IBL research within STEM education published between 1997 and July 2025. Drawing on 1,048 documents retrieved from the Scopus database, the study analyzed performance indicators, co-citation networks, and keyword co-occurrence patterns using VOSviewer. Results revealed a consistent rise in scholarly output and citations, reflecting a growing recognition of IBL’s pedagogical value. Four major intellectual clusters were identified, which emphasize curriculum standards, inquiry-driven reforms, cognitive learning perspectives, and evidence-based teaching practices. Co-word analysis revealed emergent themes, such as digital learning integration, pedagogical innovation, and disciplinary adaptation across science and engineering education. Critically, this study provides a structured lens for educators, policymakers, and researchers to navigate the complex terrain of IBL in STEM, offering empirical insights into prevailing discourses and knowledge gaps. The findings place emphasis on the need for deeper transdisciplinary collaboration, localized pedagogical models, and inquiry-based frameworks that respond to the demands of 21st-century learning. As STEM education continues to evolve, this study serves as a conceptual roadmap for future scholarship and policy-making grounded in evidence-based inquiry.
This systematic literature review analyzes 22 studies on mental models in chemistry education published between 2013 and 2022. Findings reveal a growing research interest, particularly since 2015, with a strong geographical concentration in Asia – most notably Indonesia – likely linked to the implementation of the 2013 curriculum (K-13) (Machali, 2014). The reviewed studies vary methodologically: More than half were basic investigations exploring the structure, composition, and misconceptions of mental models (Seel, 2014), while others implemented interventions using dynamic simulations (Akaygun, 2016a; Akaygun, 2016b) or evaluated diagnostic tools (Chiang and Chiu, 2015). Qualitative and mixed-method approaches dominate, especially semi-structured interviews (Döring and Bortz, 2016; Greca and Moreira, 1997). The studies primarily address fundamental chemistry concepts such as bonding, atomic structure, and acidbase reactions (Yildirir and Demirkol, 2018). Results indicate that dynamic visualizations, attention to the three representational levels (Albaiti et al., 2022; Murni et al., 2022), and motivational factors positively influence mental model development, while misconceptions impede it (Putri and Wiyarsi, 2022; Buckley, 2000). The review concludes that methodological diversity is essential for a comprehensive understanding. Future research should refine theoretical frameworks, evaluate innovative digital approaches, and further investigate mechanisms influencing mental model formation to enhance chemistry learning outcomes.
This article explores the integration of artificial intelligence (AI) into teacher education as a key driver for enhancing professional and functional competencies in alignment with Sustainable Development Goal 4 (quality education). The study highlights that AI technologies, when responsibly embedded into the educational process, can transform teaching practices, promote inclusivity, and foster innovation in learning. Through a mixed-method approach involving content analysis and pilot implementation using the «Aitalim» platform, the research investigates teachers’ digital competencies, ethical considerations, and readiness to apply AI in their professional activities. Results indicate that 42.4% of educators frequently use AI tools for lesson planning, assessment, and material creation, while 35.6% apply them occasionally. The integration of AI demonstrates significant potential in improving efficiency, supporting individualized learning, and enhancing student engagement. However, the study also identifies major challenges such as the risk of reducing teachers’ professional roles, increased plagiarism, and data privacy concerns. Ethical AI literacy emerges as a crucial component of teacher training programs, emphasizing the importance of developing educators’ critical, ethical, and reflective skills to use AI safely and effectively. The article concludes that responsible AI integration can strengthen education quality, optimize teacher workload, and create equitable and adaptive learning environments. This requires comprehensive policy support, professional development, and continuous assessment frameworks to align with United Nations Educational, Scientific and Cultural Organization’s AI Competency Framework for Teachers and the European Digital Competence of Educators model.
Providing an equitable and critical science education to youth who have been “pushed out” of traditional schools is an issue of social justice. Lack of equitable learning opportunities in the traditional science classroom is a contributing factor to youth being pushed out. Alternative education programs have the potential to support youth who have been pushed out to re-engage in science. The purpose of this study was to understand what factors contribute to the academic achievement of students in their class-based science courses at Xinaxtli, an alternative education program for youth who have been “pushed out” in Southern California. This study utilized Structural Equation Modeling to analyze a conceptual model of academic achievement in the Xinaxtli science classes. The best predictors of student academic achievement came from the following factors: (a) relevance of science to students, (b) student sense of agency to create knowledge, and (c) critical science education. Findings from this study underscore that a paradigm shift must occur in STEM education for learning opportunities to become commonplace for all youth.
Every student comes to science class with unique skills and problem-solving abilities; unfortunately, there is limited research on how to differentiate instruction so that equitable progress can be made for every learner. We used a novel pedagogical approach to differentiate for a wide range of problem-solving abilities when students were learning to solve high school biology problems. Eighty-seven students were given tiered problem sets and asked to choose and solve one of the three differentiated problems; each problem was presentedwith an explicitly different level of difficulty. Using a sequential explanatory mixed-methods approach, we examined which problem students chose to solve, why and how they chose their problem, and how well the student’s choices aligned with their perceived abilities. A majority of students (88%) chose the problem that aligned with their perceived abilities, and the most effective alignment was the problem a little more difficult than they were used to solving. This differentiated approach helped ensure that a wide range of studentabilities received equitable problem-solving experiences regardless of ability. Choice and alignment were important to students’ learning to solve problems.
