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Student awareness and selection of learning strategies are predictors of academic success. Yet, little is known about learning strategies of students in university preparation science courses, who are frequently mature-aged or underrepresented students. This lack of knowledge potentially hinders tailoring reflective learning experiences, specific to science contexts, supporting novice science students adopting effective learning strategies. A mixed-methods study examined self-reported learning strategies of 88 students in an online university preparation science course, analysed using a convergent parallel research approach and interpreted through a passive–active–interactive framework. The study found preferences for passive learning strategies with considerably less active and interactive strategies reported. The findings suggest, despite the strengths these students bring to their studies, a tendency for naïve and unexamined concepts of science learning, from time-poor students with little experience in collaborative learning. The study recommends embedding science-specific learning strategies in university preparation science courses and building capacity with interactive strategies. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. This article presents an experimental module that provides rich observations for deriving a spectrochemical series of ligands, one of the key topics in coordination chemistry. The experiment involves the reaction of Co(II) aqueous solution with different ligand solutions. The module includes guiding and reflective questions as part of prelab and postlab sections. These questions are aimed at enhancing the learning of concepts associated with the experiment. The implementation of the module is structured as a jigsaw puzzle, providing an opportunity for collaborative group interactions to arrive at the spectrochemical series. The technical requirements of the module are minimal, making it suitable for adoption in any undergraduate (UG) chemistry lab. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article "From A PhD in Chemical Engineering to a Career in Science Policy" discusses the transition of one engineer into the field of science policy. It highlights the importance of communication skills in translating scientific knowledge into governmental policies. The author shares their personal journey from chemical engineering to leading communication efforts in critical infrastructure security agencies. The article also provides insights on self-reflection, internships, and volunteer opportunities for those considering a career in science policy. [Extracted from the article]

Purpose: The lecture method has been compared with teaching methods such as flip learning, cooperative learning and simulations to establish which holds the key to students' understanding of concepts. What is bereft in the education literature is its comparative efficiency with the culturo-techno contextual approach (CTCA) in the teaching of computer science education. Design/methodology/approach: This study adopted the quasi-experimental design to determine the efficacy of the CTCA in breaking difficulties related to the study of spreadsheets as a difficult concept in the Nigerian computer science education curriculum. Junior high school students studying computer science education participated in the study. The control group had 30 students, with 35 students in the experimental group. The experimental group was taught using CTCA, while the control group used the lecture method. The spread sheet achievement test, which had 40 items on spreadsheet, was used to collect data. Findings: The results showed that the experimental group significantly outperformed the control group [F (1,60) = 41.89; p < 0.05]. The findings showed the potential of CTCA in improving students' performance in spreadsheets in the computer science education curriculum. Originality/value: The originality of this study is hinged on its ground-breaking test of the CTCA to the study of the spreadsheet. The findings of this study indicate its efficacy in improving students' understanding of spreadsheet and computer science education. [ABSTRACT FROM AUTHOR]

Teachers' explanations of scientific concepts to students are essential to science teaching. While there is potential for such explanations to perpetuate societal advantage, we argue that explanation in science education can be an emancipatory practice when considering the needs, aspirations, life experiences and background knowledge of teachers' diverse groups of students. Considering that explaining science is usually implemented as a hierarchical discourse, the purpose is to inform science education in Latin America towards teaching practices that can promote a dialogical approach to distribute the power of knowledge in the classroom. This chapter discusses research on teacher education conducted in science classrooms, focusing on how explanations in science education can offer opportunities for enhancing educational equity and access to the languages of the sciences. [ABSTRACT FROM AUTHOR]

Covid-19, Artificial Intelligence (AI), and Climate Change, have disrupted work education, rendering sustainability of careers and livelihoods a concern. This paper outlines a collaborative response to that challenge, offering opportunities for sustainable livelihoods in a work education cloud collaboration, Project SLiC (Sustainable Livelihoods Collaboration). We have joined forces across nation states in the Global South/North to share cloud resources, focused on teaching a postgraduate course, Sustainable Livelihoods. Online modules are stored in a secure cloud site, from which local courses draw-down, autochthonously, whichever resources fit workforce development in context. We outline modules, and an evaluative process, in a proof-of-concept trial. Finally, we envisage how this initial collaboration may morph into a whole degree, including research supervision. We close with a call to career development professionals to share their unique expertise and experiences at the work education frontline, on how to develop this sustainable careers project, for the greater good. [ABSTRACT FROM AUTHOR]

Research Based Learning (RBL) is a learning method that uses contextual learning, authentic learning, problem solving, cooperative learning, hands on and minds on learning and inquiry learning. The STEM approach in learning is expected to provide meaning to students through the systematic integration of research-based knowledge, concepts and skills. STEM design begin with the identification of social problems. The social issue of typhoid fever cases caused by Salmonella enterica Typhi bacteria with a high mortality rate in the world is a public health problem. The existence of Pheretima javanica which is abundant in the environment can be utilized by conducting antibacterial activity testing and analysis of bioactive compounds by students on the form of the extract. This research is a development research carried out with the aim of developing a product and also a qualitative descriptive research which serves to provide an overview of the object. The steps in carrying out these tests were identified as part of learning that hone creative thinking skills. The results of the class experimental research showed that the N-Gain score was 0.8, which is in the high category. These results show that the application of developing problem-based learning tools with a STEM approach is effective. Learning outcomes contribute to the effort to find alternative drugs that are effective and do not cause resistance. In addition, students also produce scientific articles as learning products. This paper has implications for STEM integrated research-based learning. [ABSTRACT FROM AUTHOR]

The identification and characterisation of all course syllabus on research methodologies in education in advanced studies in education allows to present the current Portuguese teaching and learning scenario in this field for the first time. The approach for the development of this empirical work was a national survey of all master's and doctoral programmes in education and in teaching, coding and translating the information. The data collected was validated with the respective higher education institution, the master or doctoral coordinator and the teacher responsible for the research methods teaching. A qualitative based methodology through descriptive statistical analysis enables a presentation of trends in the design and organisation of the course syllabus. The results show a research knowledge that is fragmented and not clear. The descriptions of course syllabus undervalue the epistemological and methodological issues inherent in the construction of scientific knowledge in education. Privilege is given to the operationality of the methodology with a view to developing a scientific project. [ABSTRACT FROM AUTHOR]

Digital education transformation introduced a new source of stress for higher education teachers (HETs). Research has studied the effects of technostress, or technology-induced stress, focusing on its harmful consequences (techno-distress). Recent literature further suggests that technostress can also benefit individuals and organizations (techno-eustress), contributing to wellbeing, effectiveness, and performance. However, techno-eustress measurements are scarce. This study aimed to adapt and validate the Techno-eustress Scale for HETs. The scale was translated, adapted, and tested in a nationwide sample of 1,107 Portuguese HETs. Both exploratory and confirmatory factor analyses were used. Results led to a brief 5-item Portuguese version of the techno-eustress scale, exhibiting a onedimensional structure and robust psychometric qualities, evidencing reliability, construct validity, and strict measurement invariance. The study provided a parsimonious techno-eustress assessment that assists future research and practice. Our work extended technostress research and crosses scientific domains such as education, psychology, information systems, and management. This brief measurement underpins positive organizational studies as it opposes the eternalization of techno(di)stress measurements, in a technology-based era when wellbeing, notably for HETs, is a precious asset. [ABSTRACT FROM AUTHOR]

There is significant statistical evidence that music teachers will be presented with the opportunity to instruct students with Attention-Deficit/Hyperactivity Disorder (ADHD) at some point in their career. This investigation examines specific deficits commonly observed in these students and provides current theories relevant to the educator's teaching strategies within the private studio and classroom settings. It also includes scientific research on learning techniques that promote positive brain development. These elements will aid the instructor in creating a musical environment in which the student with ADHD may cognitively thrive and resolve on a continued investment in the music learning process. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study compared two versions of the same elementary science professional development (PD) and curriculum program that were offered face-to-face and completely online, while keeping all content consistent between the two. Using quantitative analyses of pre- and posttests of content knowledge (CK), we evaluated the extent to which the online version of the PD compared to the face-to-face PD for increasing the earth science and art CK of upper elementary teachers required to teach an earth science and art integrated curriculum. Additionally, we explored how the impact of PD modality (online vs. face-to-face) on teachers’ CK learning outcomes differed for novice and experienced teachers. Findings revealed significantly higher CK learning gains for teachers who participated in online PD compared with face-to-face PD, but with a small effect size. Subgroup analysis revealed that compared with experienced teachers, the novice teachers had significantly higher CK gains from participating in the online PD compared to the face-to-face version with a large effect size. We also discuss the implications for the design of large-scale online teacher PD. [ABSTRACT FROM AUTHOR]

Addressing cognitive disparities has become a paramount concern in computational thinking (CT) education. The intricate and nuanced relationships between CT and cognitive variations emphasize the needs to accommodate diverse cognitive profiles when fostering CT skills, recognizing that these cognitive functions can manifest as either strengths or limitations in different students. Consequently, understanding the connections between students' cognitive functions and CT skills assumes pivotal importance in the design of personalized instructional strategies for CT. Despite a general consideration of learning variability in CT education, empirical insights exploring the correlation between cognitive skills and CT competencies remain notably scarce. This study endeavors to bridge this research gap by investigating the links between executive functions and CT skills, as well as the associations between their sub-dimensions. The results reveal a statistically significant correlation coefficient of 0.452 between these two domains, underscoring the notable connection between executive functions and CT abilities. Furthermore, the sub-dimensional analysis offers a comprehensive understanding of how specific executive functions uniquely contribute to certain CT skills. In light of these findings, this research offers a promising pathway for the development of tailored CT education programs that can cater to the unique needs of each individual, ultimately facilitating inclusive CT programs and making significant contributions to broaden STEM education and future workforce. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. Beyond the maximum power transfer theorem, we suggest a class of linear two-terminal circuits where impedance matching is the condition for maximum power transfer to a fixed load resistor. As such a discrete case, for a given total number of identical cells, impedance matching has been used to find the maximum load current (MLC) (hence, maximum load power) when all possible series-parallel combinations (SPCs) of cells are connected to a load resistor. When the impedance matching solution is located between two adjacent SPCs in the ordered list of SPCs, a simple selection rule for determining which of the two combinations gives the MLC without directly calculating and comparing their load currents is presented in this article. As a by-product, the spectrum of SPCs producing the MLC for a given total number of cells can be obtained as a function of the resistance ratio (internal resistance of the cell/load resistance). [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Agricultural systems are complex and can be used as examples to teach science, technology, engineering, and math (STEM) concepts. However, inclusion of agriculture in core STEM courses is often limited. Three professional development sessions for K-12 teachers were offered in 2021-2022 (hybrid or remote sessions) and repeated in 2022-2023 (in-person sessions) to highlight ways that agricultural plant production systems could be incorporated into core courses like biology, environmental science, chemistry, and math. Teacher participants asked how knowledge level and confidence were influencing their inclusion of agriculture into STEM courses before and after the sessions, and gains in knowledge on content-based questions were also evaluated. Response rates in Year 1 ranged from 8.0% to 38.5%, and usable response rates in Year 2 ranged from 47% to 68%. The availability of lessons or activities and teacher content knowledge both increased teacher likelihood to incorporate in three sessions. However, the additional time needed to incorporate new lessons was identified as affecting the likelihood to incorporate materials after the Year 1 ecology session. Teacher confidence to incorporate agricultural lessons or activities into their courses increased in four of the sessions, though teachers became more aware that limited resources are available to help increase adoption. Awareness of how agriculture can be used to meet learning standards also improved teacher confidence in four sessions. Average score on knowledge-based questions increased in all six sessions, but was only significant for two sessions. These sessions were successful at increasing teacher knowledge and confidence to incorporate agriculture into STEM courses. [ABSTRACT FROM AUTHOR]

Copyright of Formación Universitaria is the property of Centro de Informacion Tecnologica (CIT) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents the letters written by Mary Anning, a paleontologist and fossil collector, to Sir Henry Bunbury in December 1823 and December 1923 describing the finds she had made and her interpretations of their uniqueness and provenance. Topics of the letters include Anning's discoveries of a fossil skeleton of what may be a plesiosaurus and a skeleton of Ichthyasaurus.

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. [ABSTRACT FROM AUTHOR]

The article recounts the life and work of Mary Anning, a palaeontologist and fossil collector. A background is provided on the childhood and family of Anning in Lyme Regis, England. It highlights the fossil discoveries by Anning that include the postcranial skeleton of the ichthyosaur Temnodontosaurus platyodon, skeleton of Ichthyosaurus communis and remains of Plesiosaurus, complete specimen of Plesiosaurus dolichodeirus, pterosaur skeleton and fossil fish Squaloraja.

The teaching of physical sciences primarily relies on the use of experimental activities to explain the phenomena and physical concepts taught theoretically in class. Nevertheless, this conventional approach faces various challenges and problems, which limit its ability to achieve the different pedagogical objectives set by teachers. In this study, we evaluated the effectiveness of virtual laboratories ("VLABs") as an alternative tool to traditional practices for teaching physics concepts in Moroccan secondary schools. The methodology followed in this study is quantitative and based on two questionnaires. The first is intended for teachers to evaluate the experimental activities on VLABs based on a socio-technical and pedagogical heuristic study and to verify their conformity with the expectations and characteristics of each type of learner according to the Felder-Silverman learning style preferences. The second was administered in the form of an evaluation to compare the performance of the control group with the experimental group that integrated the opportunities offered by the VLAB LABSTER. The results show that VLABs are not only comparable to conventional experimental activities in terms of applicability, ease of use, and effectiveness in achieving the learning objectives for which they were initially designated but surpass them in terms of performance, as evidenced by the significant improvement of the mean obtained by the group that integrated the experimental activities on the VLAB. Thus, VLABs can be used not only as an alternative to traditional experimental activities in distance learning but also as a viable option for potential adoption even in traditional face-to-face physics instruction. [ABSTRACT FROM AUTHOR]

This document is a summary of a special section on literacy and social justice in the journal Behavior and Social Issues. The section includes various articles that discuss the importance of math literacy, the role of different systems in supporting literacy, and the conceptual understanding of literacy. The articles highlight the need for continued research in effective instructional practices, the impact of verbal development on reading comprehension, and the importance of addressing cultural factors in literacy instruction. The authors call for collaboration between disciplines and emphasize the power of literacy as a tool for social justice. [Extracted from the article]

Systematically applying the science of behavior throughout an educational environment may help position our educational system for success. Teacher preparation, school climate, classroom setup, and instructional delivery are all aspects of a school that the science of behavior can positively affect. Through the implementation of targeted teacher preparation, ongoing follow-up and support, establishing a decision analysis protocol for data-based instructional decision making, and ensuring measurement and accountability for both staff and students, this goal may be in reach. In this article, we describe the foundational steps for implementing the Comprehensive Application of Behavior Analysis to Schooling (CABAS) and Accelerated Independent Learner (AIL) models, and the resulting data in an underperforming public charter school serving disenfranchised populations. The components of the model included classroom management techniques, design of interventions, use of evidence-based curricula, supervision, and research-based strategies and tactics to train and monitor professionals. The implementation of these procedures was done in successive phases to inductively analyze which components were needed and when. We report the relevant outcome data resulting from the targeted CABAS AIL components in the two phases of implementation. [ABSTRACT FROM AUTHOR]

This paper describes a strategic science of teaching (SST) and its application to effective education as a form of social justice. SST is grounded in the Comprehensive Application of Behavior Analysis to Schooling (CABAS®), a system-wide approach to teaching. The Accelerated Independent Learner (AIL) model stems from the CABAS® system but operates within public schools and general education classrooms where the science of behavior is applied to establish academic, social, and self-management repertoires for all students. In the AIL model, data from the student's progress drives instruction. The arrangement of the classroom includes classroom management, instructional presentations, curriculum-based measurement, visual displays of individual student mastery of curricular objectives, the interaction between verbal development and what to teach, and acquisition of learning cusps. Another critical aspect of these classrooms includes teacher measures and teacher education. All these components are used to collectively accelerate student learning. Using this model, we attempt to remove the barrier to a one-size-fits-all education system, thus creating a more just educational system for all children. [ABSTRACT FROM AUTHOR]

Three-dimensional variation in structural components or fiber alignments results in complex mechanical property distribution in tissues and biomaterials. In this paper, we use a physics-informed UNet-based neural network model (El-UNet) to discover the three-dimensional (3D) internal composition and space-dependent material properties of heterogeneous isotropic and transversely isotropic materials without a priori knowledge of the composition. We then show the capabilities of El-UNet by validating against data obtained from finite-element simulations of two soft tissues, namely, brain tissue and articular cartilage, under various loading conditions. We first simulated compressive loading of 3D brain tissue comprising of distinct white matter and gray matter mechanical properties undergoing small strains with isotropic linear elastic behavior, where El-UNet reached mean absolute relative errors under 1.5 % for elastic modulus and Poisson's ratio estimations across the 3D volume. We showed that the 3D solution achieved by El-UNet was superior to relative stiffness mapping by inverse of axial strain and two-dimensional plane stress/plane strain approximations. Additionally, we simulated a transversely isotropic articular cartilage with known fiber orientations undergoing compressive loading, and accurately estimated the spatial distribution of all five material parameters, with mean absolute relative errors under 5 %. Our work demonstrates the application of the computationally efficient physics-informed El-UNet in 3D elasticity imaging and provides methods for translation to experimental 3D characterization of soft tissues and other materials. The proposed El-UNet offers a powerful tool for both in vitro and ex vivo tissue analysis, with potential extensions to in vivo diagnostics. Elasticity imaging is a technique that reconstructs mechanical properties of tissue using deformation and force measurements. Given the complexity of this reconstruction, most existing methods have mostly focused on 2D problems. Our work is the first implementation of physics-informed UNets to reconstruct three-dimensional material parameter distributions for isotropic and transversely isotropic linear elastic materials by having deformation and force measurements. We comprehensively validate our model using synthetic data generated using finite element models of biological tissues with high bio-fidelity–the brain and articular cartilage. Our method can be implemented in elasticity imaging scenarios for in vitro and ex vivo mechanical characterization of biomaterials and biological tissues, with potential extensions to in vivo diagnostics. [Display omitted] [ABSTRACT FROM AUTHOR]

Discipline-based teaching is the main pedagogy in the curriculum of the Bachelor of Biomedical Science (BBMS). BBMS graduates must be competent at interpreting laboratory results for complex clinical cases. Adopting the integrated approach between Hematology and Clinical Chemistry, we conducted a case discussion session for the final-year students. We aimed at enhancing the student's analytical thinking. The students engaged in case discussions and were instructed to interpret the laboratory tests. They were assessed by pre and post-tests. An anonymous questionnaire measured the students' perception. An improvement in the students' scores was noted in the post-test but without significant differences from the pre-test scores. However, statistically significant differences were found between the scores of some cases with significant p-values. The cognitive learning parameters showed an absolute learning gain of 12.5%, and a class average normalized gain of 18%. The students' feedback revealed an improvement in their critical thinking and analytical skills from their perspectives and an increase in their confidence to solve complex clinical scenarios. Our study suggests implementing integrated case study-based teaching in the biomedical science curriculum. This will enhance the student's competency to retain knowledge and interpret laboratory results they will encounter in their future practice. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the first learning environment study worldwide focusing on EAL (English as an Additional Language) students, we investigated whether EAL status is a determinant of classroom environment perceptions and student outcomes. Six modified scales from the What Is Happening In this Class? (WIHIC), three modified scales from the Test of Science Related Attitudes (TOSRA), and an inquiry achievement test were administered to 721 South Australian middle-school science students. One-way MANOVA yielded significant differences between EAL and non-EAL learners for two learning environment scales (Student Cohesiveness and Involvement) and two student outcomes (Future Intentions to Study Science and Achievement). [ABSTRACT FROM AUTHOR]

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Turkish Educational Sciences is the property of Journal of Turkish Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. G Gamow's alpha-decay theory (1928) is somewhat ad hoc for the reason that an alpha-particle inside a radioactive nucleus is supposed to move back and forth, through the dense mass of nucleons (retaining its identity), a number of times before it comes out. This short paper attempts to address this shortcoming via nuclear disintegration. [ABSTRACT FROM AUTHOR]

In this section of Resonance, we invite readers to pose questions likely to be raised in a classroom situation. We may suggest strategies for dealing with them, or invite responses, or both. "Classroom" is equally a forum for raising broader issues and sharing personal experiences and viewpoints on matters related to teaching and learning science. This article explores generalizations of the Pythagorean theorem using classical Euclidean plane geometry tools. It introduces innovative extensions that shed new light on the theorem's geometric relationships. [ABSTRACT FROM AUTHOR]

This article critically examines Toulmin's model of argument in the context of mathematics education. The author argues that Toulmin's model is not appropriate for discussing arguments in mathematics and highlights two main areas of criticism: Toulmin's understanding of mathematical arguments and his view of language. The author suggests that Toulmin's views do not align with mathematical practice and are not suitable for argumentation in mathematics education. The article explores different perspectives on arguments and language, emphasizing the importance of understanding, convincing, and explaining in relation to arguments. The author concludes by proposing that a more suitable framework should focus on meanings, allow for multiple interpretations of language, and consider the complexity of argumentation processes. [Extracted from the article]

Purpose: Design an innovative Flipped classroom's Delivery through virtual laboratory. Design/methodology/approach: The fundamental framework of the present investigation is a Participatory Action Research (PAR) design. By merging the impetus of "action." with the inclusiveness of "participation," PAR establishes a "network" for collaborative teaching or research. PAR is pertinent to our research because it facilitates the participation of infrastructures and individuals in formulating a critical community. This community encourages critical self-reflection, promotes accountability, redistributes authority, and cultivates confidence in research. PAR fosters constructive transformation in educational environments by utilizing participants' combined insights and experiences to establish a structure for substantive dialogue and proactive measures. Findings: As virtual laboratories are becoming essential in 21st-century science education, we found groundbreaking evidence that can support our novel approach to enhance the quality and equity in education. Our results show that virtual labs engage scientific goals and practices, develop scientific literacy, foster scientific inquiry and problem-solving, and promote metacognition. The effects of the virtual laboratory can develop high self-efficacy and positive attitudes among students. It improves students' laboratory performance, which we noted from laboratory activities, simulations, and long exam results. Originality/value: The study offers groundbreaking account to depict epistemic fluency aided by virtual laboratory. [ABSTRACT FROM AUTHOR]