Science Education and Pedagogy

Quasi-experimental study of 177 eighth graders shows case-based learning plus concept mapping improved relational thinking about ecosystems but had limited impact on higher-order systems thinking.

Study examines how lower-secondary math teachers diagnose student challenges during mathematical modelling instruction, identifying five diagnostic practices and differences across modelling phases.

Study examines GPT-4o's capacity to represent the nature of science and epistemic dimensions of AI-influenced scientific knowledge production for educational contexts.

Mixed-methods study examining barriers to professional learning engagement among out-of-field physics teachers, highlighting content knowledge as foundational and the need for differentiated support.

Quasi-experimental study examining culturally contextualized STEM instruction via the Engineering Design Process on problem-solving and motivation in Omani fourth-graders.

Study evaluates generative AI's capacity to assess and provide feedback on elementary students' epistemic understanding in science inquiry, demonstrating high reliability with human raters.

Qualitative study of dialogic teaching in Grade 9 Technology classrooms reveals how classroom discussion enhances student communication competence, engagement, and conceptual understanding.

Two-year STEM program in historically Black school increased student climate awareness but did not boost standardized science proficiency scores.

Study reveals that foundational chemistry misconceptions significantly predict lower self-efficacy in college organic chemistry, with implications for early intervention strategies.

Study shows immersive virtual reality produces higher chemistry skill accuracy and increased student agency and interest compared to video instruction, supporting the CAMIL learning model.

Systematic review of STEM curriculum integration identifies teacher development as central barrier. Proposes comprehensive framework addressing systemic, pedagogical, and policy gaps.

Explore thirteen theoretical frameworks for informal science learning in museums and outdoor spaces, examining place-based, person-oriented, and sociocultural dimensions for effective educational.

Study reveals Grade 11 students struggle with fundamental programming concepts like variables and loops before formal instruction, suggesting need for scaffolded teaching approaches.

Study of 212 STEM students in Philippines identifies mathematics anxiety as primary driver of physics aversion, with complex concepts and lecture-based teaching contributing.

Mobile-assisted projectile experiments with 34 engineering students greatly increased interest but showed a negligible correlation with performance, indicating a need for stronger instructional.