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Students believed physics was one of the most challenging sciences in education, and their interest in learning physics was lacking. Therefore, this study aims to enhance students' understanding and creativity in the STEAM learning system on electricity by creating a project (Paper Circuit) using the students' creativity at the junior high school level - quantitative research with a pre-experimental design used for this study. The population is 8th grade and 9th grade (50 students adapted to the curriculum used in the school) in one of the Junior Secondary Schools located in Bandung and Cimahi, Indonesia. The data is obtained from the pretest-posttest results, which show that the average pre-test score was 57.04 and the post-test score was 76.64. The nonparametric test was tested using the Wilcoxon test to measure student understanding. The results from e Wilcoxon are 0.000, which shows sig. <0.05, which means there is a significant difference between pre-test and post-test. Students' creativity is obtained from the Creativity Product Analysis Matrix (CPAM), and the result for Project 1 is 73.71%, categorized as enough, and Project 2 is 83.13%, categorized as good. Based on the result, Paper Circuit STEAM project-based learning can enhance student understanding and creativity. STEAM project-based learning can be used as an alternative teaching strategy in junior secondary school.

This study investigated the effect of a paper folding activity prepared to develop the sixth-grade students' concept definitions and images of parallelism and perpendicularity concepts. The study also examined how the concept definition and images changed after the paper folding activity. A combination of quantitative and qualitative methods was used. A one-group pre-/posttest design revealed that the paper folding activity had a significant positive effect on students' concept definitions and images. In addition, the interviews after pre- and post-tests indicated that the students' personal concept definitions of parallelism and perpendicularity of two lines/line segments began to match the formal concept definitions of these concepts after the paper folding activity. Lastly, missing and mis-in concept image situations, encountered generally in the pre-test, were observed less after the paper folding activity.

This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

In this study, a paper folding activity task, which involved reaching the Pythagorean Theorem with a series of steps was designed. The aim of the task is to reach the Pythagorean Theorem with folding activities by deductive reasoning and logical inference. The study aimed to examine the effectiveness of the task and to share the patty paper folding task with the teachers. The activity was used with 20 ninth grade students studying in a public school. The patty paper folding activity task was carried out for a total of 6 lesson hours for three weeks. The students did not have difficulty while folding; they generally had difficulties in performing algebraic operations and expressing the concepts mathematically. The students participated in the activity willingly and the patty paper folding task helped students understand why the theorem is true and contributed to meaningful learning in terms of being a explanatory proof.

The history of subjects is often told analysing notions of knowledge in historical reforms, policies, curricula, and textbooks. In this article, we analyse student papers from 1968, focusing on their responses to the topic 'Social distinctions and prejudices in Denmark'. The students present a number of concepts and categories of social differences and prejudices, depict a contemporary problem, refer to theoretical or categorical frameworks, provide a historical account, state bold claims and/or present conceptual definitions. Then, by giving different examples from their everyday life and by establishing some form of line or structure in their writings, they form an argument or narrative. They do this by using--we assume--information from their textbooks, from what have been discussed in teaching, in the public debate, and in the students' homes. The student papers not only passively reflect but are part of the ongoing constitution of the subjects and subject matter, during a period of tremendous educational change.

Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook-question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

Schools are ideal settings to promote adolescent physical activity (PA), yet school-based interventions have shown limited long-term impact. This position paper presents key issues surrounding school-based PA interventions. Collaborative conceptual thinking drawing on multi-author expertise and available evidence advanced our understanding and opinion. Key arguments: 1) the adoption of a systems approach, which maximizes partnership action and leverages policy, is crucial for understanding the complexities of implementing whole-school programs; 2) a reorientation to an assets perspective optimizes existing strengths and resources allowing greater emphasis on the full range of physical, cognitive, emotional and social benefits that PA provides, and 3) a move beyond traditional positivist research designs to advance our knowledge of what works better, for whom and in what context is needed for greater progress We provide suggestions, specifically advocating for systems approaches, as a realistic way to improve how we support PA in schools in the future.

As handheld devices, such as tablets, become a common tool in schools, a critical and urgent question for the research community is to assess their potential impact on educational outcomes. Previous meta-analytic research has evidenced the "screen inferiority effect": Readers tend to understand texts slightly worse when reading on-screen than when reading the same text in print. Most primary studies from those meta-analyses used computers as on-screen reading devices. Accordingly, the extent to which handheld devices, which provide a reading experience closer to books than computers, are affected by the screen inferiority effect remains an open question. To address this issue, we reviewed relevant literature regarding potential moderating factors for the screen inferiority effect through the lenses of the reading for understanding framework. We then performed two meta-analyses aimed at examining the differences in reading comprehension when reading on handheld devices, as compared to print. Results from the two multilevel random-effect meta-analyses, which included primary studies that used either between-participant (k = 38, g = -0.113) or within-participant (k = 21, g = -0.103) designs, consistently showed a significant small size effect favoring print text comprehension. Moderator analyses helped to partially clarify the results, indicating in some cases a higher screen inferiority effect for undergraduate students (as compared to primary and secondary school students) and for participants who were assessed individually (as opposed to in groups). We discuss the need to continue fostering print reading in schools while developing effective ways to incorporate handheld devices for reading purposes.

Purpose: With improvements in computer technologies and test implementations in the computer environment, when advantageous points of computer-based test implementations are considered, it is inevitable to compare psychometric characteristics of paper-and-pencil tests and computer-based tests and students' success. In computer-based tests, individuals' familiarity with computers and competency in using computers, conditions may show diversity depending on the country or region. Therefore, this study aims to investigate the effects of mean differences between PP and CBT using meta-analysis concerning the studies, including samples from Turkey and conducted between 1993 and 2020. Research Methods: In this meta-analysis, 37 findings were included. Cohen's d was used as the effect size. And also, in this study, concerning the equivalence of the PP and CBT forms, it was investigated whether mean effect sizes differ or not according to variables like type of computerized, education level, and subject matter. In this direction, ANOVA and Q values were used. Findings: As a result of the meta-analysis conducted, the general effect size was 0.042. In this direction, it was found that the difference in test implementation methods (paper-and-pencil, computer-based) was negligible. Implications for Research and Practice: Results suggest that CBT can be an acceptable alternative to traditional pencil and paper tests. In this way, results obtained are expected to lead to educational policies and measurement implementations in the future.

Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students' learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.

Schools around the nation are increasingly offering online testing options. House Bill (HB) 3906, passed by the 86th Texas Legislature in 2019, resulted in the STAAR redesign, which will be administered in the 2022--2023 school year. The STAAR redesign includes several components including an online test administration for the STAAR. With the change to an online platform comes many concerns related to student familiarity with an online testing platform. The purpose of this qualitative study was to identify and compare the test taking strategies that teachers in grades three through eight teach in preparation for the paper/online versions of the reading STAAR test. A group of Texas teachers participated in focus group sessions. The three primary themes reported in the findings include resources, which teachers suggested were needed to help them prepare students for an online assessment, platforms, which detailed the pros and cons of an online testing environment, and strategies, which support students as they read passages and answer test questions. Overall, the teachers found ways to transfer previously used strategies, such as pen and paper annotations, to online test administration. However, older students have an easier time with this transfer of skills than the younger students.

The aim of the present study is to reconcile previous findings (a) that testing mode has no effect on test outcomes or cognitive load (Comput Hum Behav 77:1-10, 2017) and (b) that younger learners' working memory processes are more sensitive to computer-based test formats (J Psychoeduc Assess 37(3):382-394, 2019). We addressed key methodological limitations in past cognitive load research by employing a repeated measures design with 263, year 9 (aged 13-14) science students in Western Australia. Question difficulty (intrinsic cognitive load) and test mode (extraneous cognitive load) were manipulated to measure changes in test performance, cognitive load and scratch paper use on equivalent paper and computer-based versions of an Ohm's Law revision quiz. Hierarchical linear modelling indicated significantly higher paper-based test performance on difficult questions in addition to greater cognitive load and scratch paper use for all paper questions. Testing mode effects on test score, as well as both measures of cognitive load, were not significant when controlling for working memory capacity, although the testing mode*question difficulty interaction remained significant. Together, these results contradict previous findings that computer-based testing can be implemented without consequence for all learners. With the increased use of computer-based testing in national and international-level assessments, these findings warrant further research into the effect of different testing modes on school-aged students.

This exploratory study compares how young people (ages 15-16) learn circuitry concepts and layout design principles important to electrical engineering using one of two educational circuitry toolkits: paper circuits and traditional solderless breadboards. Paper-based prototyping kits are representative of a trend that incorporates new materials and approaches to integrating arts into traditional STEM disciplines. Extending prior research on how non-traditional toolkits enhance learning of electrical engineering outcomes, including basic circuitry concepts (i.e., current flow, polarity, and connections), this study examines the material affordances and design choices of the kits that contribute to youth's understanding of more advanced circuitry layout design principles, including space allocation, placement of electronic components, and routing. Results indicate that paper circuits better afford the learning of layout design principles for printed circuit boards (PCBs) with large effect sizes. This study illuminates how the materials of educational toolkits uniquely solicit body- and material-syntonic patterns of activity, and thus differentially engage learners' powerful ideas around circuitry and design principles. This investigation encourages careful consideration of the material affordances of some toolkits over others for learning purposes.

This study compared the effects of computer-mediated (CM) versus pen-and-paper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts.

Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on the research processes applied on the contents of the various sections of a quantitative research paper. The descriptive method of research has been used to characterize the knowledge competence of 108 junior high school teachers on the research processes. The study used the research skill test, which was a researcher-made instrument, consisting of 50 multiple choice items with four choices each. The instrument went through the process of validity and reliability analysis obtaining a good result of 0.81. This study revealed that they were "novice" or had achieved the learning level of competency on the research processes applied on the contents of the different parts of a quantitative research paper. More so, they identified that interpretation of statistical results was a challenging part of doing a research paper.

This small scale study aims to analyze the question papers of Board of Intermediate and Secondary Education in the subject of computer science with reference to item analysis and Bloom's taxonomy. Data were collected from 100 students of Grade 9th and 10th from the schools of Lahore city using convenient sampling technique. Data collected on the papers developed by Board of Intermediate and Secondary Education for the year of 2015 and 2016. Item analyses were performed using Conquest software. Findings of the study shows that in the question papers conducted by Board of Intermediate and Secondary Education the majority questions were measuring the student abilities of knowledge and comprehension and only few questions were given to measure the student abilities to analyze, synthesize and evaluate, and this can be very helpful for the policy makers. Result of item analysis shows that many questions were not in the acceptable range of item difficulty and item discrimination. Items in the question papers were either too easy or too difficult. Findings revealed that the papers conducted and administered by Board of Intermediate and Secondary Education were not up to the mark, with reference to Bloom's taxonomy. The researcher recommended to train the assessment committee/panel developing the items.

Science subjects at pre-tertiary and tertiary education levels are important for socio-economic and industrial development of any country; however, they are difficult for students to construct their concepts. In Tanzania, insufficient or lack of practical experiments are major challenges for science subjects due to insufficient or lack of laboratories, apparatus, expertise or reagents. Thus, this research assesses the effectiveness of paper-based against virtual laboratory experiences towards improvement of real (hands-on) chemistry practical in Tanzanian secondary schools focusing in Dodoma region. Chemistry virtual laboratory was developed and being deployed at Dodoma Secondary School for students who were never done practical sessions before to avoid biasness towards the study. The students were divided into three groups, namely paper-based and real laboratory as control groups (CG) and virtual laboratory as the experiment group (EG). Each group was further divided into two groups for the rest approaches forming six (6) groups. For EG, students were taught based on instructional approach which was enriched by computer animations in the computer laboratory. Results indicate that students who firstly attended virtual laboratory performed better in real laboratory than those who firstly attended real laboratory. Furthermore, the best progressive learning and performance for real experiments appears when the virtual laboratory preceded paper-based practical experiments. Thus, virtual laboratory is a very useful tool for learning chemistry practical not only to schools without laboratories but also to those with laboratories; and it should be considered by all the pre-tertiary schools in Tanzania and other schools in similar situations.

This article focuses on the possible relationship between predictions, developed during the resolution of geometrical tasks within a Paper-and-Pencil Environment (PPE), and subsequent explorations within a Dynamic Geometry Environment (DGE). Building on Fischbein's Theory of Figural Concepts, and to gain insight into the transition of predictions from the PPE to the DGE, I introduce an analytical scheme that includes the identification of the solvers' figural concepts in focus and geometric predictions; dragging modalities that solvers make use of in the DGE; reactive and proactive dimensions of the interaction with dynamic objects in the DGE. I present a fine-grained qualitative analysis of data collected during task-based interviews as high school students reason about a geometrical task--first on paper-and-pencil and then in a DGE. The analyses of three representative examples show that the interaction with DGE objects can lead students to rethink the geometrical configuration and renegotiate predictions, depending on the circumstances that offer the opportunities to experiment with continuities or discontinuities during the transition of prediction from one to the other environment.

Although chemistry-focused socio-scientific issues support the 'relevance' model of chemistry education, the related literature has lacked any systematic review handling them together. For this reason, this research aimed to thematically synthesize the research papers on chemistry-focused socio scientific issues (SSI) from 2008 to 2020 and inferentially evaluate them in terms of the relevance model of chemistry education. After searching international and national well-known databases through relevant keyword patterns (e.g., Pattern 1: socio-scientific issues and chemistry education), 65 research papers were apparent for the systematic review. Then, the authors generated primary and secondary codes for the research papers and then inferentially marked their 'relevance' components. The systematic review indicated variation of research areas (e.g., relevance model of chemistry education) and dominant research foci for different themes (e.g., competencies and related variables for the theme 'aims'; pollution, energy, industry and fabrication-based problems for the theme 'SSI'; organic compounds for the theme 'chemistry concepts'). Further, it revealed that the research papers on chemistry-focused SSI had some shortcomings at handling all components of the relevance model in a balanced way. The current research suggests professionally training teachers about how to integrate chemistry-focused SSI and the relevance model into school chemistry.

This study aims at understanding the role of the tools chosen throughout the processes of solving a non-routine mathematical problem and communicating its solution. In assuming that problem-solving is a synchronous activity of mathematization and expression of mathematical thinking we take our proposed Mathematical Problem Solving with Technology (MPST) model to analyze the processes of solving-and-expressing-problems. Resorting to qualitative methods for data collection and analysis, we report on the case of an 8th grader working on a covariation problem to examine the role that paper-and-pencil and digital tools play in the development of a conceptual model of the situation. We found that the resources used throughout the solving-and-expressing activity influenced the depth of the conceptual model developed, within a process of progressive mathematization. Whereas paper-and-pencil led to the emergence of a conceptual model based on exploring particular cases, the digital transformation of the solution was triggered by the process of communicating its mathematical justification and expanded the previous model. Moreover, the complexity of this activity is evidenced by its multiple sequences of processes. Finally, the integration process seems crucial as the concomitant use of technological and mathematical resources precedes major advancements in the expansion of the conceptual model.

The study explores the unaddressed washback on the English-speaking test of the Hong Kong Diploma of Secondary Education Examination (HKDSE-English Language Paper 4). The HKDSE is a university entrance exam in Hong Kong which includes a group discussion speaking test known as English Language Paper 4. To identify ongoing washback effects, including sociocultural perspectives, the study analyses ongoing student washback of test-specific and non-specific preparation and how the mediating factors affect these preparations. One-hundred and ninety-nine secondary 4th to 6th grade students provided the questionnaire data in two rounds. Results from exploratory factor analysis indicate six major types of test preparation, which are categorised as two test specific, three non-specific, and one integrated type of preparation. Mediating factors comprise five categories of learner characteristics and stakeholders in and out of school. The cluster analyses identified four students' groups intertwined with the involvement of washback and the mediating factors. A strong relationship between extrinsic factors and explicit learning and intrinsic factors and implicit learning was found. The study concludes that students' washback is affected by mediating factors aside from the test; learning method choice by students (e.g. learning from entertainment content) has a strong relationship with specific mediating factors (e.g. interest in English).

Although various academic disciplines use data papers to support effective research practices, data papers are still uncommon in the educational sciences. Main goals of data papers are enhancing transparency regarding research processes and supporting data sharing among researchers and thus, open science. As many educational research projects include personal data often of minors, publishing raw data can be challenging due to privacy regulations and laws (GDPR). The present article aims at exploring how a data paper can contribute to open science and enhancing transparency regarding research and publication processes for educational research projects, often containing personal data that cannot be made openly available in its raw form. To this end, we describe a dataset of a research project on teachers' noticing as basis for their classroom management. As this project includes rich process-tracing recording methods, the dataset is diverse and serves as basis for multiple analyses and publications while containing personal data of teachers and minors. By elaborating on the characteristics of the dataset, its gathering, analysis approaches and sharing preprocessed and anonymized data files, this data paper explores how to contribute to transparency and open science in educational sciences while acting within the boundaries set by privacy regulations and laws.

Gender inequality is strongly linked with poor performance in science and mathematics for female students in secondary schools owing to socio-economic and cultural issues as well as learning strategies. According to the Certificate of Secondary Education Examination results of 2021 in Tanzania, the failure rate for female students was higher than that for male students, and such failure in chemistry was associated with inadequate knowledge about the tested concepts, failure to identify the requirements of the respective questions and lack of adequate mathematical skills. Real practical sessions are integral parts of chemistry to enhance the learning environments for both female and male students. However, the real laboratory practices especially for chemistry are challenged with the costs of the construction of physical laboratory infrastructure and reagents, and the time-consuming and physical demands on personnel during real practical sessions. Thus, this study explores gender-based effects of the chemistry virtual laboratory against a paper-based approach towards a real chemistry practical in Tanzanian secondary schools. The results indicate that the combined exposures of virtual laboratory and paper-based practicals improve real practical performance for both female and male students. Moreover, the performance of real practical practices progressively improved for female students when they were first exposed to the virtual laboratory and then the paper-based practical. Such improvements can be associated with the virtual laboratory providing interactive learning environments which support female students to connect and engage.

Work in teacher noticing has captured to what extent teachers notice students' thinking on paper and pencil tasks and technology tasks, yet no one study has considered how the same group of teachers notices across task types. This study used Jacobs et al.'s (Journal for Research in Mathematics Education, 2010, 41(2), pp: 169-202.) professional noticing of students' thinking framework to guide the design and analysis of prospective secondary mathematics teachers' (PSMTs) noticing of high school students' thinking on two geometry tasks: a paper and pencil task and a technology task. High school students' written work and a video clip were shared as the artifacts from which to notice for each task. PSMTs responded to a set of noticing prompts to capture how they were attending, interpreting, and deciding to respond to students' thinking for each task. Their written responses to these questions were then open coded for each noticing component and codes from each task were compared to reveal any differences in the content of PSMTs' noticing across task types. Results revealed differences between tasks for each component skill of noticing. Implications of these findings for mathematics teacher educators and future research are discussed.

This study aimed to: (1) determine the effect of the problem-based service learning model based on the local wisdom of gugur gunung on the environmental concern of the students in Public Senior High School 1 Campurdarat; (2) determine the effect of problem based service learning models on the ability to write scientific papers at Public Senior High School I Campurdarat; and (3) knowing the students' impressions of the implementation of the problem based service learning model based on the local wisdom of gugur gunung in Lake Buret, Tulungagung. The method used in this study was quasi experiment. The research design used was the post-test control group design with 2 groups: (1) experimental group, which is students from class XI science 1; and (2) control group, which is students from class XI science 3 of Public Senior High School I Campurdarat, Tulungagung Regency, Indonesia. Data was obtained from post-test of environmental concern and ability to write scientific papers. From the Mann-Whitney test using SPSS, the Z count value was smaller than - Z table (-6.851 <- 1.960), and the significance value was smaller than [alpha] (0.000 <0.050), then the decision H0 was rejected which it meant there was a significant difference between the experimental group and the control group based on the measured score.

The field of language instruction is crucial in Canada, given the number of newcomers seeking to improve their English (or French) language skills after arrival. For those who plan to enter post-secondary education but do not meet required language proficiency scores, English for Academic Purposes (EAP) programs provide opportunities to strengthen linguistic and academic skills. These inarguably pragmatic goals are often unquestioned, yet EAP instruction is an ideological undertaking with social, economic, and political consequences. This qualitative study investigates language ideologies - rationalizations and justifications for language use and form - through interviews with EAP writing instructors. As participants discussed the material they taught, the language skills students developed, and the consequences of studying EAP writing, ideologies regarding what forms of language should be taught, the purposes of academic writing (instruction), and the social and political dimensions of language were (re)produced and resisted. Formative influences on these ideologies included education, upbringing, and personal language learning experiences. Developing a critical awareness of the understandings of language that inform teaching and learning can make more transparent the linguistic and social discourses that circulate within and beyond EAP writing classrooms and help instructors, students, and other EAP community members (re)produce or resist them strategically.

This study explores digital and paper reading processes and outcomes for 371 fifth to eighth graders completing a reading task similar to standardized testing. Results showed students highlighted and annotated more when reading the paper versus digital text. Also, reading on paper versus digitally was slightly supportive of reading comprehension for the longer section of text. For behaviors, digital highlighting and looking back at the paper text were supportive of reading comprehension, whereas paper highlighting was negatively related, likely because paper highlighting tended to occur often outside of important areas of the text. Paper and digital annotating, online dictionary use, and digital look-back did not link to comprehension, when controlling for other covariates. Links to theory, research, and practice are discussed.

The major focus of school education is the intellectual development of students and mathematics is a very effective subject in this regard, if taught and assessed properly. For this study, papers of SSC (Grade-10) for the years 2014 and 2015 set by the Board of Secondary Education, Karachi were scrutinized to know if the items of these papers had measured essential mathematical skills or not. These items were then compared with the items set by General Certificate of Education (GCE: O-Level), University of Cambridge Local Examinations Syndicate (UCLES) for mathematics papers, serving as a benchmark for this study to highlight the shortcomings. The results revealed that the items of SSC papers were highly biased towards 'Factual Knowledge' and 'Routine Procedures'. The study concluded that these items assess knowledge of facts and algorithms only and do not measure essential mathematical skills (involvement of higher levels of thinking processes) of students. The study recommends to improve the items of papers so that essential mathematical skills can be measured rather than the capacity of memorization because with this practice, thinking habits cannot be inculcated among students.

This study aims to examine Turkish exam papers of the students, who study in the secondary school of 5th, 6th, 7th and 8th classes. The exam papers have been examined from various aspects, including the number and type of questions, the language expression and distribution of the questions, the cognitive level (according to the Bloom's taxonomy), the type of texts used, and the visuals use. The samples of the study were selected using convenience sampling method from 17 secondary schools located in the center of Agri Province in Turkey and the exam papers prepared by 36 Turkish teachers who worked at these schools. The tests which were examined included 2633 questions in 161 exam papers. We also developed "the Exam Paper Examination Form" for collecting more data which we analyzed and interpreted by using the document analysis model. According to the results obtained, it has been found that the teachers mostly prefer to use the multiple-choice question type in the Turkish exam papers; the questions are mostly related to grammar and reading; the teachers do not prefer to ask questions on speaking and listening; and except for spelling errors no deficiency is detected in the language of the exam papers. In addition, according to Bloom's taxonomy, the questions are mostly at the comprehension level whereas questions related to the analyzing, evaluating and creating levels that require high level thinking skills are rarely used. Based on the results, suggestions have been presented for Turkish teachers to prepare exams.

Computer-based test (CBT) and paper-based test (PBT) are two test modes to the test takers that have been widely adopted in the field of language testing or assessment over the last few decades. Due to the rapid development of science and technology, it is a trend for universities and educational institutions striving rather hard to deliver the test on a computer. Therefore, research on the comparison between these two test modes has attracted much attention to investigate whether the PBT could be completely replaced. At the same time, task difficulty is always a key element to reflect test takers' performances. Numerous studies have laid a solid foundation and guidance about the comparative study of test takers' performance on CBT and PBT, but there still remains a scarcity from the perspective of task difficulties with different Common European Framework of Reference for Languages (CEFR) task levels in particular. This study, therefore, compared the test takers' performance on both CBT and PBT across tasks with different CEFR levels. A total of 289 principal recommended high school test takers from Macau took the pilot Test of Academic English (TAE) at a local university. The results indicated that there was a difference between test takers' performance on different test modes across different CEFR levels, but only CEFR A2 level showed a statistically difference between CBT and PBT. And since science and technology are continuously developing, it is essential for the university to consider switching the test mode from PBT to CBT.

Schools in the rural context of Limpopo Province, South Africa have a plethora of challenges, which have a negative impact on learner achievement. This paper argues that for schools to triumph over the obstacles, effective school leaders are necessary. Such leaders must define and communicate a clear vision and mission and work with stakeholders to achieve them. With these assumptions, this paper explores how members of the school management team (SMT) of a rural school in the Limpopo Province define and communicate their school's vision and mission. Through the qualitative research method underpinned by the interpretive paradigm, a case research design was adopted and a single high school sampled to participate. Data were generated from semi-structured interviews with seven SMT members, a focus-group discussion with six teachers, and an observation of the research site. The findings revealed that most participants could not articulate the school's vision and mission. In addition, stakeholders were not involved in the processes of defining the vision and mission and communication methods in this regard were also ineffective. Lastly, the SMT viewed the vision and mission as fixed and did not review them. Based on these findings, I conclude that SMT members must understand that the vision and mission could serve more than a visual purpose when designed as guiding principles to direct smaller objectives within the organisation.

Using the newspaper as a medium of learning English is a unique way to stimulate students' interest in reading, since students at this age is a student who has dropped their interest in reading. Therefore, the researchers decided to use the newspaper as a medium to build students' vocabulary. Researcher chose participant in the study of class XB and XE in SMK 45 Lembang. The school gave these two classes as the sample, because believed that each class has the cognitive abilities and knowledge that are relatively equal. In this study, researchers randomly selected from among the two classes used as a sample for the Control and Experimental Class. As the result, researchers found class X E as Control class, and X B as an Experimental class. The study lasted for a full month, in which each class received different treatment. As a result, the Gain value of Experimental class is higher than the Control class. Moreover, based on the result of the data analysis with the Mann-Whitney U test method, it showed that that there were significant differences in Students' Vocabulary growth, between Control class and Experimental class. Based on the calculation of Non-parametric Mann- Whitney U test, the gain data between Experimental Class and Control Class show the value of Asymp Sig. (0.000), Z[alpha] (0.05) and the value of Z (4.847). Z [alpha] (1.96). Therefore, it can be concluded that the method of using newspaper as a teaching material has a positive impact in the absorption and growth in students' vocabulary.

Using the newspaper as a medium of learning English is a unique way to stimulate students' interest in reading, since students at this age is a student who has dropped their interest in reading. Therefore, the researchers decided to use the newspaper as a medium to build students' vocabulary. Researchers chose participants in the study of class XB and XE in SMK 45 Lembang. The school gave these two classes as the sample, because believed that each class has the cognitive abilities and knowledge that are relatively equal. In this study, researchers randomly selected from among the two classes used as a sample for the Control and Experimental Class. As the result, researchers found class XE as Control class, and XB as an Experimental class. The study lasted for a full month, in which each class received different treatment. As a result, the Gain value of Experimental class is higher than the Control class. Moreover, based on the result of the data analysis with the Mann-Whitney U test method, it showed that that there were significant differences in Students' Vocabulary growth, between Control class and Experimental class. Based on the calculation of Non-parametric Mann-Whitney U test, the gain data between Experimental Class and Control Class show the value of Asymp Sig. (0.000), Z[alpha] (0.05) and the value of Z (4.847). Z[alpha] (1.96). Therefore, it can be concluded that the method of using newspaper as a teaching material has a positive impact in the absorption and growth in students' vocabulary. [Note: The page range (12-28) shown on the PDF is incorrect. The correct page range for this article is 12-27.]

Paper folding studies are quite effective in the development of students' visual and spatial skills. The "paper" used in these studies is a genuine tool that can support the development of geometric habits of mind as well as the visual-spatial skills. This is an action research aimed to investigate the potential of paper folding to improve students' geometric thinking skills and to enhance their achievement in national exams. The improvement in their geometric thinking was investigated based on the framework of the Geometric Habits of Mind. This study was carried out with three students studying in the 11th grade. Four geometry questions were asked to students, and they were expected to solve these questions by paper folding. The solution process was video-recorded. Video-recordings were transcribed, and the obtained data were qualitatively analyzed within the framework of the components of the geometric habits of mind. As a result of the study, it was seen that the students were able to reach solutions more easily by concretizing the intangible questions through paper folding. The students were able to comprehend the fact that the main components of triangles do not change; that is, they are preserved (the angles and the sides do not change).

The main purpose of this study is to investigate mathematics teachers' mathematical thinking process while they are constructing the length of [cube root of 2] by paper folding. To carry out this aim, two teachers--who are PhD. students--were interviewed one by one. During the construction, it was possible to observe the consolidation process of Pythagorean and Thales Theorem. All interviews were videotaped and analyzed through descriptive methods, according to abstraction in context, characteristics of consolidation and mathematical habits of mind. It was found that both two teachers constructed the knowledge of Pythagorean and Thales Theorems before the study and also these knowledges were consolidated. In addition, it was determined that these two approaches (abstraction in context and mathematical habits of mind) were close and corroborated each other. Moreover, consolidation process corroborated mathematical habits of mind.

Background: Since the inception of the Youth Risk Behavior Surveillance System in 1991, all surveys have been conducted in schools, using paper and pencil instruments (PAPI). For the 2019 YRBSS, sites were offered the opportunity to conduct their surveys using electronic data collection. This study aimed to determine whether differences in select metrics existed between students who completed the survey electronically versus using PAPI. Methods: Thirty risk behaviors were examined in this study. Data completeness, response rates and bivariate comparisons of risk behavior prevalence between administration modes were examined. Results: Twenty-nine of 30 questions examined had more complete responses among students using electronic surveys. Small differences were found for student and school response rates between modes. Twenty-five of 30 adolescent risk behaviors showed no mode effect. Conclusions: Seven of 44 states and DC participated electronically. Because survey data were more complete; school and student response rates were consistent; and minor differences existed in risk behaviors between modes, the acceptability of collecting data electronically was demonstrated.

The German school system employs centrally organized performance assessments (some of which are called "VERA") as a way of promoting lesson development. In recent years, several German federal states introduced a computer-based performance testing system which will replace the paper-pencil testing system in the future. Scores from computer-based testing are required to be equivalent to paper-pencil testing scores so that the new testing medium does not lead to disadvantages for students. Therefore, the current study aimed at investigating the size of the mode effect and the moderating impact of students' gender, academic achievement and mainly spoken language in everyday life. In addition, the variance of the mode effect across tasks was investigated. The study was conducted in four German federal states in 2019 using a field experimental design. The test scores of 5140 eighth-graders from 165 schools in the subject German were analysed. The results of multi-level modelling revealed that students' test scores in the computerized version of the VERA test were significantly lower than in the paper-pencil version. Students with a lower academic achievement were more disadvantaged by the VERA computerized test. The results were inconsistent regarding the interactions between testing mode and students' gender and mainly spoken language in everyday life. The variance of the mode effect across tasks was high. Research into different subjects and in other federal states and countries under different testing conditions might yield further evidence about the generalizability of these results.

The aim of this research is to advance in the teaching-learning process of representing quadratic functions, both with pencil and paper and with a technological tool. For this purpose, a didactic experience is presented. Firstly, it is explained in the traditional way how to graph a quadratic function; secondly, students are introduced to the GeoGebra software. It provides a categorization of the different errors and difficulties of the students, the comparison between a graphic representation with paper and pencil and a representation with GeoGebra, and the improvement with the technological tool.

Given the growing trend toward using technology to assess student learning, this investigation examined test mode comparability of student achievement scores obtained from paper-pencil and computerized assessments of statewide End-of-Course and End-of-Grade examinations in the subject areas of high school biology and eighth-grade English Language Arts and math. Propensity score matching was used to generate comparable groups of students who were assessed using paper-pencil or computer-based formats. T-tests and generalized linear models were further used to examine test mode effect. Analyses revealed a small test mode effect for all three subjects such that students using the paper-based format achieved higher scores than students using the computer-based format. The findings are germane to school districts transitioning to computerized assessments and investigating test mode comparability.

Introduction: The purpose of this study was to evaluate the differences in silent and oral reading speed, reading comprehension, and reading errors in two formats, large print paper and the iPad2, for students with visual impairments (that is, those who are blind or have low vision). Methods: A single-subject alternating randomized treatment design was used with three participants. The intervention consisted of instruction on the use of an iPad. Data regarding reading speed, reading miscues, and comprehension were collected. Data were analyzed visually and descriptively. Results: All participants demonstrated a slightly higher reading speed, equal comprehension rates, and decreased error rates using the iPad2 compared to paper. Discussion: Results indicated that using an iPad for reading may have an effect on reading fluency and comprehension for students with low vision. Implications for practitioners: Students with low vision, particularly those with more severe vision loss, may benefit from the use of electronic tablets that allow one to adjust font size, style, color, and contrast. Users should be taught how to manipulate the visual display of text and be allowed time to adjust to an electronic medium.

This study investigated whether young Korean students learning English as a foreign language (EFL) engage in similar processes when responding to reading comprehension questions delivered in two different test-presentation modes: paper and computer. It examined the relationship between the two modes and test-takers' reading comprehension strategies, as well as the degree to which the test-takers' reading proficiency moderates this relationship. Eighty-four Korean middle school EFL learners took both paper-based and computer-based reading comprehension tests and filled out a questionnaire of reading and test-taking strategies as well as a background questionnaire and a posttest survey. Results revealed that there was no statistically significant difference between the participants' scores on the reading tests delivered on paper and computer, and there were very few statistically significant differences in strategy use between the two modes. On the other hand, there were clear differences in the strategies used by learners with different levels of English reading proficiency. Despite the similarities in test performance and strategy use between the two modes, the majority of participants preferred taking the test on paper and reported difficulties with the computer mode -- a finding that might be due to the participants' lack of familiarity with reading English on a computer screen.

The importance of engaging students with complex societal challenges has led to the adoption of various interdisciplinary teaching and learning practices in both K-12 and higher education. However, interdisciplinary learning is one of the most complex domains of contemporary educational practice, and, despite its significance, remains significantly undertheorized and under-researched. This Special Issue highlights empirical research efforts toward understanding interdisciplinary learning in its complexity. It simultaneously aims to (1) advance ecological perspectives that encompass concepts and methodologies for studying complex heterogeneous learning practices and (2) apply these perspectives to the research of interdisciplinary learning - of how people learn across and beyond disciplines. This introduction provides a historical context for interdisciplinary learning, introduces an ecological stance toward researching learning across and beyond disciplines, and reviews critical theoretical and methodological challenges within interdisciplinary learning, arguing that the field of the learning sciences is well-positioned to address these challenges. It discusses how the contributions presented in this special issue shed light on theoretical, methodological, empirical, and design aspects of interdisciplinary learning and offer a basis for further design work and research.

We developed new teaching materials, electrical resistors and capacitors, using carbon nanotube (CNT) paper and carbon fibre (CF) paper to foster students' creative thinking, thereby deepening and extending learning. Using a CNT-paper electrical resistor, it is possible to elucidate the dependence of the resistance value on the length and width. The resistance value is proportional to the length and inversely proportional to the width of the paper. In the case of the CF-paper capacitor, it is also possible to clarify the dependence of the capacitance value on the area and the distance between papers. The capacitance value is proportional to the areas of the papers and inversely proportional to the distance between them. Based on the results of our experiments using the new teaching materials, we confirmed that the measured values were in good agreement with the values predicted by theoretical calculations. Using these materials, it becomes possible for students to visually and actively learn about electrical resistance and capacitance through experiments by themselves and in discussion with other students, in contrast to the traditional teaching methods practiced in many schools worldwide. We found that teaching methods using these materials are a useful and easy way to teach the basic concepts of resistance and capacitance with geometric factors in classrooms.

Up to the publication of the results of Germany's first participation in the PISA study in 2001, there had been no national educational standards in Germany's 16 federal states. In the aftermath of the discussions about the disappointing outcomes, Germany's federal states decided to develop national standards, yet focusing on "core subjects" and leaving geography disregarded. Consequently, the DGfG, which is the governing body of all professional geography associations in Germany, agreed on solving the problem on its own and published its own Educational Standards in Geography in 2006. Even though there have been countless efforts to foster the implementation of these widely-accepted, yet without legislative validation, standards we do not know exactly to what extent they have been implemented in the particular German federal states. The study presented here addresses this research gap bifid: Firstly, a research tool designed to analyze the paper implementation (i.e., putting into place new policies and procedures with the adoption of an innovation as the rationale for the policies and procedures, Fixsen et al., 2005, p. 6) of standards in curricula is introduced. Secondly, the results of a thorough examination of all curricula valid for the grammar schools in Germany are presented and discussed. As it becomes obvious, the Educational Standards have become increasingly implemented within the past years despite a lack of support by the legislations of the 16 federal states. However, there are some gaps that remain to be closed in order to ensure a complete, entirely successful paper implementation, ranging from particular areas of competence within the curricula in some states that have not adopted standards based geography instruction.

Purpose: The objective of this study is to develop the Inventory of Motive of Preference for Conventional Paper-And-Pencil Tests and to evaluate students' motives for preferring written tests, short-answer tests, true/false tests or multiple-choice tests. This will add a measurement tool to the literature with valid and reliable results to help determine why students prefer certain exam types and their level of preference. Research Methods: In this study, a screening research design was employed during the data collection and the analysis phases. Findings: Cronbach's alpha coefficients were calculated for reliability and it was concluded that the inventory was reliable. First, the exploratory factor analysis was conducted; this was followed by a second confirmatory factor analysis and finally a content validity study to determine the construct validity. A total of 14 items, including 11 items according to the results of the exploratory factor analysis, 1 item based on expert opinion and 2 items according to the results of the confirmatory factor analysis were removed from the survey form of the inventory, resulting in a final form containing 20 items. It was observed that the content validity values of each item in every subtest were sufficient. Implications for Research and Practice: The study results showed that this inventory was an appropriate instrument for evaluating high school students' preference for paper-and-pencil tests. An inventory developed under the scope of this study may be used to determine the factors predicting the examination type preference levels of students by using different samples. These results may be used when deciding the actions to be taken.

It is well documented in literature that rational number is an important area of understanding in mathematics. Therefore, it follows that teachers and students need to have an understanding of rational number and related concepts such as fraction multiplication and division. This practitioner reference paper examines models that are important to elementary and middle school teachers and students in the learning and understanding of fraction multiplication and division.

The purpose of this article is to describe a couple of challenging mathematical problems that involve paper folding. These problem solving tasks can be used to foster geometric and algebraic thinking among students. The context of paper folding makes some of the abstract mathematical ideas involved relatively concrete. When implemented appropriately these activities have the potential to address many of the mathematical proficiencies, as delineated by Australian Curriculum and Assessment Reporting Authority (ACARA, 2014). [This paper was first published in the "Australian Senior Mathematics Journal," in 2014 (EJ1093386).]

Integrating science learning with game experience and physical manipulatives not only overcomes the rigidity of traditional teaching, but also makes the learning experience pleasant for students and improves their science inquiry ability. Today, with the popularization of mobile devices and technology, both the value and feasibility of gamified science learning have increased significantly. However, several studies showed that students might get lost or feel bored during science inquiry. To let students enjoy the science inquiry process and improve their science process skills, the researchers combined mobile technology, game design elements, and science inquiry and designed the gamified science inquiry activity "we are aircraft designers". Here, students designed and manipulated a smartphone-controlled paper airplane by mobile devices connected via Bluetooth. To investigate the effects of the gamified science inquiry activity, the flow state and science process skills of 71 students of a junior high school in China were explored. The proposed gamified science inquiry activity enhanced flow and science process skills of students with high and middle level flow. No differences were found on flow and science process skills between males and females. Based on these results, the guidelines for the design of a gamified science inquiry activity are discussed.

This paper focuses on the challenges of transition experienced by local high school graduates of the Arabic school system in the Kingdom of Bahrain, in the Middle East, as they are shaped into the person of a professional nurse through a Western model of nursing education. It investigates the elements that comprise a Bahraini student's first-year nursing experience in transnational education, and considers how this experience is navigated by the student. Drawing on best international practice, it concludes with recommendations of how to better support Bahraini nursing students' first-year experience of transnational education, which may be usefully applied to other international contexts providing transnational nursing education.

Virtual reality software has evolved to create ever more realistic virtual environments. Sophisticated virtual education laboratory experiments are now possible. Some educators and researchers question the value of hands-on laboratories relative to virtual laboratories. Researchers have investigated students' acceptance of virtual laboratories and the relative effectiveness of virtual laboratories compared to traditional hands-on laboratories. Research results indicated that students' attitudes toward virtual laboratory experiments are positive, and researchers found virtual laboratory experiments to be as effective as or more effective than traditional hands-on laboratories. However, researchers have not measured simulated laboratory effectiveness for all standard education laboratory goals. Simulated laboratory technology will be part of science education, but how to introduce laboratory simulations and the appropriate role for simulated laboratories remains a subject of debate. Are virtual laboratory experiments acceptable substitutes for hands-on laboratories in secondary education? To explore this question, laboratory goals and effectiveness criteria must be defined and measured for secondary education. This paper explores the goals and effectiveness of virtual and hands-on education laboratories. This paper also outlines the arguments for and against the replacement of traditional hands-on labs with simulated laboratories in secondary science education and makes a case for using laboratory simulations to supplement rather than replace traditional hands-on laboratories.