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Scaffolding is a contributing factor to the effectiveness of pragmatic instruction. Although there is a large body of research on the means of scaffolding in second language teaching, research on scaffolding in L2 pragmatic instruction, especially in online teaching, is still in its infancy. To bridge the gap, this study investigated the means of scaffolding (feedback, giving hints, instructing, explaining, modeling, and questioning) utilized by teachers to aid learners in producing pragmatically appropriate speech acts of request and refusal. The data from 18 hours of online pragmatic instruction to 21 intermediate EFL learners via the Skyroom platform showed that the most frequent means of scaffolding used by three teachers participating in this study were questioning and explaining. Employing questioning, teachers used display questions to guide learners toward the appropriate production of request and refusal. Moreover, explaining, as a means of scaffolding, helped learners establish connections between new pragmatic knowledge and their prior knowledge of the speech act. The other three means of scaffolding, including feedback, giving hints, and modeling, were characterized by almost the same rate of frequency. The least frequent means of scaffolding was found to be instructing. It can be concluded that teachers tend to use questioning as a means of scaffolding more frequently because pragmatic knowledge needs to be improved through interaction. The findings can help teacher educators heighten the teachers' knowledge of various means of scaffolding to enable them to employ different means of scaffolding instead of overusing questioning and explaining.

Growing human capacities in STEM remain the most practicable way to solving present and future challenges. Improved test score, opportunities to learn, resources and facilities have been recommended in the literature to build capacity and improve achievement for effective and qualitative delivery in STEM classrooms. We focus on the two primary stakeholders in teaching and learning in the university who are students and lecturers. This manuscript explores the causes of underachievement among undergraduates in STEM fields by employing a mixed methods for data collection and analysis among 150 undergraduates and 45 lecturers from six public universities using purposive and quota sampling. Three main research questions were raised on student, lecturer and institution base factors along with perceived hindrances to STEM learning and teaching. Three instruments; Students Factors for Underachievement (SFUA), Lecturers Factor for Underachievement (LFUA) and Lecturers Perceived Factors for Underachievement (LPFU) were employed for data collection through survey and interview. Among other findings, poor prior knowledge among learners, non-utilisation of instructional resources, inaccessibility to library and laboratory and it resources were principal hindrances of undergraduates, lecturers and institution-base factors. The study concluded that efforts and better commitment is required from stakeholders to alleviate the present inadequacies and recommend interventions to remediate areas of need.

Morphological awareness is the metalinguistic realization that words consist of meaningful roots and affixes that can be isolated and manipulated. Learners at different proficiency levels use various forms of background knowledge such as cultural knowledge, technical knowledge, religious knowledge, vocabulary knowledge, and contextual visuals. The purpose of this research was to see whether morphological awareness and background knowledge affected the fluency and accuracy of Turkish EFL learners. The participants consisted of 80 Turkish EFL students. At first, participants were homogenized to select samples and eliminate outliers, then a pretest was used to assess participants' writing fluency and accuracy prior to treatment. During the treatment phase, materials were presented to participants, and at the end, a posttest was used to assess the effect of treatment on participants' writing fluency and accuracy. According to the result of the data analysis, there was a significant difference in morphological awareness of EFL learners' writing performance in terms of accuracy from the pre- to posttests. Furthermore, the findings revealed a similar amount of progress in participants' writing fluency.

Objective: Our objective was to examine the perceptions regarding the teaching and learning of English of students in 16 undergraduate programs at a state public university in Mexico. Method: In our qualitative case study, participating students responded to queries about their experiences learning English at the university, as well as their educational aspirations upon completion of their university studies. Results: Despite their relevance to language immersion and competency, students struggle to combine prior experiences with current learning. Given Mexico's English education system and past national initiatives, most participants say they still speak basic English. It is also clear that the institution does not have a unified curriculum that permits students to take English lessons in their subject of study. Implication for Theory and/or Practice: It is necessary to articulate English initiatives from elementary to higher education and to monitor national initiatives to ensure continuity in the development of language learning. Global events, such as the COVID-19 pandemic, have affected education, and universities and their teachers must remain on the cutting edge of educational technologies and instructional methodologies and redouble efforts to enhance English teaching and learning.

Education on sustainability is a crucial goal that requires a transformative shift in teacher education to drive meaningful changes oriented to action. A cross-sectional study with an exploratory design investigated preservice science teachers' perceptions regarding teaching sustainable citizenship, specifically focusing on the climate crisis and earthquakes-tsunamis. The study was conducted in two Chilean universities with similar teacher preparation programs. The team designed a podcast series, which was used and evaluated by the 13 participants through action research. Three group discussions explored their perceptions of the resources, as well as the aims and challenges of teaching sustainable citizenship and the podcasts. We used Grounded Theory steps, including triangulation by the researchers to ensure reliability, to qualitatively analyse the data. The results reveal a constraint on teaching in areas where the participants lacked the necessary preparation and background knowledge as students and preservice teachers. The main challenges were related to interdisciplinarity, the social dimension of socio-scientific issues and context-responsive teaching methods. The perceived aims were the development of students' critical thinking, informed positioning, and encouraging active citizen participation. Preservice teachers found the podcast series to be a valuable new epistemic and pedagogical resource that can support their efforts to teach sustainable citizenship and implement pedagogical strategies. The autonomous usage of the device triggered reflection processes, particularly regarding the human rights perspective, which unveiled the socio-political dimensions inherent in science education. It promoted personal re-positioning as active citizens and educators and empowered them to seek out and pursue the changes needed to reshape future classrooms. We discuss these findings in the context of teacher preparation and the use of educational technology in teacher education.

STEM education, which includes science, technology, engineering and mathematics, has been expanding for the past two decades. This study aimed to map new trends and the possibility of implementing digital game-based learning (DGBL) in STEM education. For this purpose, a systematic literature review was conducted. The resulting sample was further selected according to PRISMA guidelines, with screening and eligibility processes conducted based on the inclusion criteria defined concerning the research objective. This review consisted of twenty-eight studies. The findings revealed a growing interest in DGBL in STEM education from 2018 to 2023. Furthermore, most studies have focused on the K-12 education system and universities. According to the review, educational games for digital learning and simulation technology are the most promising tools used in research. The analysis is launched by studying the effects that influence the increase of student motivation in DGBL teaching STEM education. The findings support the conclusion that prior experience in gaming has a positive impact on increasing students' motivation to learn in DGBL STEM teaching. In addition, students' previous knowledge of a STEM subject increases engagement and motivation. Implementing educational computer games, therefore, showed a great interest in students in STEM education.

The perceptions of students who study environmental science related to pollution are certainly different because they are influenced by various circumstances. These circumstances, among others, depend on what they observe around them and their prior knowledge. This study aimed to determine the concept of pollution according to the cognitive structure of prospective biology teachers. The research was designed as a case study and the selected participants were 29 first-year biology education students who took environmental science courses. Data were collected by giving word association tests, open-ended questions, and drawings. The results showed that students' thinking process and prior knowledge influenced their ability to express ideas or answers. Cognitive perceptions of prospective biology teachers from the word association test brought up 30 words related to the pollution which were grouped into four categories, namely types of pollution, causes of pollution, consequences of pollution, and solutions to overcome pollution. Cognitive perceptions of prospective teachers based on open-ended questions, most of them wrote the definition of pollution as stated in the environmental management law, and cognitive perceptions of prospective teachers outlined in the form of drawing related to efforts to overcome pollution are throwing garbage in its place, doing reforestation, and go green action. [Note: The publication year (2023) shown in the citation on the PDF is incorrect. The correct publication year is 2024.]

A cohort of pre-service mathematics students was exposed to a teaching strategy based on retrieval practice and test-potentiated learning. The aim of the study was to determine how high and low prior topic knowledge study participants compare in terms of their procedural fluency and conceptual understanding after exposure to the teaching strategy. A pre-test and post-test repeated measures design was employed in the study to compare within groups. A revised taxonomy table based on Bloom's taxonomy was utilised to categorise test items. Findings indicate significant differences between pre-test and post-test scores within groups. Results from the independent samples t-test show a significant difference between the two groups. Outcomes confirm that the benefits of retrieval practice are greatest for unfamiliar content. Findings indicate that for low prior topic knowledge students, procedural fluency is enhanced and retained more than conceptual understanding whereas for the high prior topic knowledge students it was the reverse. The strategy was not as effective for improving conceptual understanding.

Background: Although the reading of science texts has been reported for high school learners, there is not much research on how younger learners engage with expository texts and how they develop academic language skills. In the instance of this study, the topic came from the curriculum content about animal reproduction. Aim: The study from which this article emanated aimed to explore how a sample of learners engaged with a short text, which required cohesive reading and some background knowledge and vocabulary. Setting: This study was conducted in a suburban school where the learners use English as a second language. Methods: A sample (n = 25) was randomly selected from five Grade 4 classes. Their reading comprehension of a custom-designed test was assessed, along with their writing competence in their responses to content questions as well as their drawings. The data were analysed in a typical content analysis modality. Results: This study showed that the learners do not apply inferencing skills and do not read cohesively across sentences and paragraphs and that their vocabulary and prior knowledge of animal reproduction is limited. Conclusion: The urgent need for the development of academic language skills in the early grades is foregrounded in this article, arguing that it can be infused in subjects across the curriculum of the early grades. Contribution: The task can be used by teachers and by researchers who may wish to replicate the study.

Pedagogical training is considered an efficient tool to train university teachers to understand and foster active learning. In Finland, pedagogical training courses are organized periodically at universities, and university teachers participate voluntarily to improve pedagogical knowledge and skills for teaching in higher education settings. This study aims to examine the effects of short online pedagogical training courses on the development of university teachers' conceptions of active learning from two perspectives: the role of prior knowledge and engaging their students during lectures. The effects of the training were measured through self-reported questionnaires completed by teachers at a Finnish university before and after the pedagogical course (N = 108). The results showed an increase in participants' perceptions of the importance of prior knowledge in the learning process, and a decrease in the idea of learning as remembering. Additionally, the awareness of developing engaging lectures increased by the end of the courses. These outcomes indicate the benefits of short pedagogical courses for pedagogical development, especially for university teachers who have not had any prior training in pedagogy.

This study uses a logistic regression model to analyze survey data (n = 341) and predict factors influencing online course success for underserved and academically at-risk undergraduate students at a small, broad access, four-year, public Midwestern university. Three blocks of predictor variables, demographic (first generation, low income, minority status), educational (academic level, prior online experience, online vs. face-to-face major, transfer status, college cumulative GPA), and personal characteristics (self-regulation, Technological Efficacy), were used to explain student success in online courses. Low income, although initially significant, was not a significant predictor in the final model. College cumulative GPA remained a statistically significant predictor of online course success in every block of the regression analysis. Prior online experience and self-regulation were not significant predictors, although the overall model was significant. Controlling for all explanatory variables, college cumulative GPA and Technological Efficacy were found to be the most significant predictors of online course success in the f inal model. With increasing prevalence and popularity of online courses, it is crucial for universities catering to a larger proportion of underserved and academically at-risk students to identify the specific learner characteristics that lead to successful online course completion.

This research aims to investigate the scientific creativity of 9th grade students following the implementation of a project-based learning (PjBL) approach. The study involved a sample of 21 students from a high school in a Roi Et province during the first semester of the academic year 2023. Participants were randomly selected using classrooms as the sampling units. The research employed a pre-experimental design, specifically a one-group pretest-posttest design. The research tools included: 1. PjBL plans. 2. Assessment of scientific creativity. 3. Satisfaction questionnaire. Data analysis involved the use of means, standard deviations, and the dependent t-test statistic. It was discovered that students' scores on creative scientific thinking after the intervention were significantly higher than before, with statistical significance at the 0.05 level. Additionally, students expressed satisfaction after participating in the PjBL, with an average rating of 4.50, falling within the criteria for a high level of satisfaction.

The Chat Generative Pre-trained Transformer (ChatGPT) is an artificial intelligence technology that engages in dialogue with humans, capable of generating formulations in the form of micro-narratives that can be problematized as a learning tool in the virtual space. This research aims to understand how ChatGPT can be used in teacher training as a didactic tool to facilitate learning in the virtual space through micro-narratives. We conducted a qualitative study using an action research approach with Brazilian students from the Graduate Program at the State University of Ceará in Brazil. The research consisted of five phases: diagnosis, which involved a mixed questionnaire to assess prior knowledge about generating micro-narratives using ChatGPT; action planning, which involved developing a training plan; implementation of the action, which included practicing the use of ChatGPT to generate micro-narratives and working with them in a didactic perspective in the virtual space; evaluation, which involved sharing the micro-narratives and engaging in circular discussions about them; and learning, which involved documenting the educational possibilities and limitations of micro-narratives. The results, processed using IRaMuTeQ, showed limited prior knowledge about ChatGPT and the importance of micro-narratives for educational work, as well as their fruitful pedagogical use for learning in the virtual space through conscious utilization.

How do teachers learn about what learners already know? How do learners aid teachers by providing them with information about their background knowledge and what they find confusing? We formalize this collaborative reasoning process using a hierarchical Bayesian model of pedagogy. We then evaluate this model in two online behavioral experiments (N = 312 adults). In Experiment 1, we show that teachers select examples that account for learners' background knowledge, and adjust their examples based on learners' feedback. In Experiment 2, we show that learners strategically provide more feedback when teachers' examples deviate from their background knowledge. These findings provide a foundation for extending computational accounts of pedagogy to richer interactive settings.

Emergentist, usage-based L2 research has witnessed that emphasizing formulaic sequences as entry points in meaning-based instructional contexts contributes to the development of linguistic comprehension and production. Related studies have thus far striven to find the most effective methods of highlighting these word strings. This study explored the effects of the focus on lexis (FonL) approach on L2 learners' development of phraseological competence. Furthermore, it probed whether incidental and intentional FonL approaches result in any differential effects on the learners' development of phraseology. Participants were 60 L2 learners in three intact classes randomly assigned to one control and two experimental FonL groups. Their general language proficiency was measured by administering a Cambridge PET Test. Additionally, a pre-test was used to measure their prior knowledge of phraseology. The control group received the mainstream typical instruction, whereas the experimental groups received incidental versus intentional FonL, differentially heightening noticing of conventionalized lexis expressions in L2 reading. A parallel posttest was administered to measure the development of learners' phraseological competence. ANCOVA results indicated that the lexis groups made greater gains in their phraseology as compared to the control group. Moreover, differential effects were evidenced specifically in favor of the use of intentional FonL. The findings indicate that the varied amount of attention L2 learners pay to aspects of formulaicity in language use can influence the extent to which lexis-based input and interaction lead to intake. Theoretical and pedagogical implications of the study are discussed at the end.

Advances in neuro-technology provide new insights into how individual students learn in educational contexts. However, applying it poses challenges for teachers in natural settings. This paper presents an example of the use and applicability of eye-tracking technology in Higher Education. We worked with a sample of 20 students from three universities (Burgos and Valladolid in Spain and Miño in Portugal). The objectives were: (1) to determine whether there were significant differences in indicators of cognitive effort (FC, FD, SC, PD, VC) found with eye-tracking technology between students with and without prior knowledge; (2) to determine whether there were clusters of learning behavior patterns among students; and (3) to analyze differences in the visualization of behavior patterns. A quasi-experimental design without a control group and a descriptive design were used. The results indicated significant differences in learning outcomes between students with and without prior knowledge. In addition, two clusters were found in indicators of cognitive effort. Finally, a comparative analysis of learning behavior patterns between students in cluster 1 vs. cluster 2 was performed. Eye-tracking technology makes it possible to record large data about the learning process. However, using it in natural educational settings currently requires teachers to have technological and data mining skills.

Contribution: Model-based learning improves systems thinking (ST) based on students' prior knowledge and gender. Relations were found between textual, visual, and mixed question types and student achievements. Background: ST is essential to judicious decision-making and problem-solving. Undergraduate students can be taught to apply better ST, and analysis of their online systems modeling processes can improve their ST. Research Questions: 1) What is the effect, if any, of online learning on the ST and conceptual modeling skill levels of undergraduate engineering students? 2) What differences are there, if any, between students' ST, conceptual modeling, and scores in textual, visual, and mixed question types based on their prior knowledge levels? and 3) Are there any gender differences in student performance, and if so, what are they? Methodology: The research participants were 157 undergraduate engineering students who took part in a mandatory second-year course, during which data were collected and analyzed quantitatively. Findings: Students with disparate prior knowledge differed significantly from each other in their overall ST mean score and in the mean scores of the various question types. Gender differences in ST and its relative improvement were also found.

Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) showed how, consistent with the predictions of error-driven learning models, the order in which stimuli are presented in training can affect category learning. Specifically, learners exposed to artificial language input where objects preceded their labels learned the discriminating features of categories better than learners exposed to input where labels preceded objects. We sought to replicate this finding in two online experiments employing the same tests used originally: A four pictures test (match a label to one of four pictures) and a four labels test (match a picture to one of four labels). In our study, only findings from the four pictures test were consistent with the original result. Additionally, the effect sizes observed were smaller, and participants over-generalized high-frequency category labels more than in the original study. We suggest that although Ramscar, Yarlett, Dye, Denny, and Thorpe (2010) feature-label order predictions were derived from error-driven learning, they failed to consider that this mechanism also predicts that performance in any training paradigm must inevitably be influenced by participant prior experience. We consider our findings in light of these factors, and discuss implications for the generalizability and replication of training studies.

This study investigates the impact of task-induced involvement and time on task on incidental second language (L2) vocabulary acquisition. Utilizing a 3 (task-induced involvement) × 2 (time on task) × 2 (post-test time) research design, three task-induced involvement conditions were employed based on the Involvement Load Hypothesis (ILH): reading and gap-fill task, reading and sentence-making task, and reading and translation task, with corresponding involvement load (IL) indices of 2, 3, and 4, respectively. Two time-on-task conditions were implemented: uncontrolled time on task, where participants in different groups completed tasks with varied durations, and controlled time on task, where participants in different groups completed tasks with roughly equal durations. Five intact classes comprising 256 Chinese middle school students participated and were randomly assigned to one of five designed tasks aimed at learning 10 carefully selected target words. The results of a three-way repeated measures ANOVA indicate a significant three-way interaction effect among task-induced involvement, time on task, and post-test time, as well as a significant two-way interaction effect between task-induced involvement and time on task. These findings demonstrate that task-induced involvement and time on task interact to significantly influence both initial acquisition and retention of incidental L2 vocabulary. Specifically, under uncontrolled time conditions, tasks with higher ILs and longer durations yield better initial vocabulary gains and retention, partially supporting the ILH. Conversely, under controlled time conditions, tasks with lower ILs exhibit superior initial vocabulary gains and retention, contradicting the predictions of the ILH. Relevant implications are also discussed.

This study investigated what features undergraduate EFL learners perceive as affecting the difficulty of model paragraphs. Four hundred and seventy-five Vietnamese undergraduates participated in a partial least squares structural equation model design. They ranked five paragraphs from easiest to most difficult and responded to a 10-point Likert questionnaire regarding 11 features (titles, paragraph length, vocabulary, vocabulary in context, rhetorical organization, paragraph structure, sentence length, punctuation, signal words, interest, background knowledge). The results showed that eight variables (titles, vocabulary, vocabulary in context, sentence length, rhetorical organization, paragraph structure, interest, background knowledge) had a significant direct effect and four variables (vocabulary, sentence length, rhetorical organization, background knowledge) had mediating effects. The model accounted for 0.508 R[superscript 2] of students' perceptions, with a moderate to high predictive relevance (Q[superscript 2] = 0.35). The paper also discusses the results' implications for those in writing studies and the publishing industry. Suggestions for future study are also presented.

To examine the interaction between educators' intercultural development and students' intercultural growth, we studied the impact of CIEE's Intercultural Communication and Leadership (ICL) course. Our results indicate that Educator, Country, Gender, and Field had impacts on students' intercultural gains (Gibson et al., 2023); the focus of this article is solely on educators' perceptions of the factors that shape their ability to foster student intercultural learning. Using the AAC&U's (2009) Intercultural Knowledge and Competence VALUE Rubric to frame the 22 educator interview responses, our study indicates the tangible results of formally and informally supported educators' intercultural professional development. As a result of educators' intentional intercultural development, they leverage skilled pedagogical techniques to effectively bridge with students to enhance their intercultural learning. Therefore, we argue for the investment, expansion, and mentorship of faculty development, particularly with regards to educator's own intercultural growth, in order to activate and expand students' learning while studying abroad.

Competence in the use of prepositions is versatile because they mark special relationships between persons, objects, and locations. However, using prepositions of time is challenging for many. The research investigated embodied pedagogical game approach in learning selected prepositions of time by Grade 7 English First Additional Language learners at Tshiluvhi Primary School in Limpopo Province, South Africa. The research employed a quantitative approach to analyse data mathematically and statistically. The embodied cognitive approach was utilised because it holds that identification of prepositions of time is a fundamentally based cognitive aspect involving high mental constructs like judgement and thinking. A questionnaire was utilised to obtain data from the participants. Probability random sampling was used to sample 35 participants because it gave them an equal chance of participation in the research. A pilot study was conducted on learners who were not part of the sample to test the instrument's reliability. A Statistical Package of Social Sciences Version 22 was employed for data analysis. Using embodied pedagogical game approach, pre-test results showed participants' poor competence while the post-test revealed an outstanding achievement in learning prepositions of time. The research recommends continuous use of the embodied pedagogical game approach in learning prepositions of time.

This is a study of the process of biographical learning and how it can be observed in narration. There have not yet been empirical studies focused explicitly on the learning aspects of biographical learning, as scholars have focused more on the biographical part of the concept -- more on the question of what is learned than of how it is learned. This text therefore concentrates on the learning process itself within biographical learning, using data from 29 biographical narrative interviews with mature students studying for education degrees in Czech higher education. The results show that narrators do not present their experiences separately in their narration, one after another. The narrative analysis revealed that their experiences are intertwined. In adding another experience, the narrators discover new meanings. It is therefore possible to talk about the learning process going on in the narration. The narrative analysis identified three types of this biographical learning as reflected in narration: learning by analogy, learning by audit, and learning by authority. In learning by analogy, experiences are compared to one another, creating an analogy between them. Learning by authority involves the influence of a past experience on the present day. Learning by audit is a retrospective movement, looking at a past experience through the lens of the present. The results presented here have implications for both adult education research and practice.

In this paper, we examine college graduates' perceptions of entering student loan repayment and how they navigated this process. Findings highlight the importance of helping students make informed borrowing decisions, particularly as they begin repaying their student loan debt. Policy makers wishing to hold institutions accountable for keeping college affordable while enhancing financial aid policy will gain further insight.

Research has shown that second language (L2) learners generally lack multiword expression knowledge, and L2 researchers and practitioners have tried various techniques to assist L2 learners to acquire it more efficiently. This study adopted an under-researched technique-- repeated oral reading--to enhance the retention of high-frequency multiword items by 62 EFL college students divided into experimental (n =38) and control (n =24) groups. Fifteen unfamiliar multiword items comprising only known individual words were selected through a pre-test based on a theme-based text. All students received a formal instruction first, followed by the experimental group orally reading the text six times under a time constraint. A two-week delayed post-test was used to test students' retention of four dimensions of multiword knowledge: aural forms and aural meanings, and written meanings and use. Except for use, the experimental group significantly outperformed the control group in the other three dimensions. Four fixed factors (oral reading speed, prior vocabulary knowledge, dimensions of multiword knowledge, and the number of words per item) were analyzed via GLMM. Results showed three factors had significant effects on retaining multiword items except oral reading speed. Based on the results, pedagogical implications are discussed and suggestions are made.

A detailed characteristic of teaching and learning approaches used within the new concept of Learning by Being (LBB) is given. The evolution of educational paradigms from Learning by Doing (LBD) and Learning by Understanding (LBU) toward LBB is analyzed. The basic idea of LBB is students' ownership on cognitive goals, or the assumption of learning objectives, in other words -- intrinsic motivation of students. Along with LBB, the author proposes the term of guided self-scaffolding. Both terms tend to accentuate high level of student's intrinsic motivation. The article examines the school physics lab as an example of constructivist learning environment and analyzes several didactic approaches as inquiry-based learning, problem-based learning, project-based learning, case studies, and just in time teaching from constructivist point of view. The author enumerates the basic principles for the organization of school physics lab in a constructivist manner: provision of opportunities for students' own thinking, giving students a certain freedom degree in identifying solution through verbalization of the problem, necessity for teacher to know a priori concepts of students, students' effort as a mandatory condition to achieve students' interest. The concept of "big scientific ideas" is in the core of this organization. The author emphasizes that conceptual understanding in school physics lab, which is inseparable from learning by being, is achieved through the overlapping of several learning and teaching approaches which form the core of LBB concept.

The Compulsory Education Course Standards for Mathematics 2022 have highlighted the educational objectives of junior secondary mathematics by emphasizing the development of mathematical competence and practical learning. Model consciousness, as one of the fundamental mathematical competencies to be developed at the junior secondary level, can facilitate students' comprehension of the universal application of mathematics. Teachers of mathematics in junior high school should construct effective classroom activities based on the cognitive qualities of their students in order to enhance their mathematical model consciousness and comprehension of the substance of mathematics knowledge. This paper is a lesson study of the education of Congruent Triangles, and its purpose is to investigate strategies for fostering mathematical model consciousness among junior high school pupils.

This study aims to examine the attitudes of university students towards e-learning. An explanatory mixed-method design was used in the study, which combines both quantitative and qualitative methods. The quantitative dimension of the study included 930 students studying at Hatay Mustafa Kemal University, while 34 students participated in the qualitative dimension. "Attitude Scale towards E-learning" and "Semi-Structured Interview Form" were used as data collection tools in the study. Descriptive statistics such as arithmetic mean, standard deviation, min and max, as well as independent sample t-test and ANOVA test were used in the analysis of quantitative data. In the analysis of qualitative data, content analysis was used. The findings showed that students had high level of attitude towards e-learning. It was found that male students, students who had prior e-learning experience, home internet access, personal computers, and studying in technical fields had higher attitude towards e-learning. Students stated the strengths of e-learning as providing access from anywhere, ease of access, providing easy access to information, being accessible at any time, enabling to revise the lessons, and providing access to a wide range of information, Students identified the weaknesses of e-learning as poor teacher-student interaction, inequalities opportunities, students' and educators' lack of knowledge. Students identified the problems encountered during the e-learning process as network connection loss, lack of equipment, and lack of internet access. In terms of the development of e-learning, students suggested that equipment support should be provided, internet access should be provided for everyone, training on e-learning should be given, and infrastructure inadequacies should be addressed.

Complex healthcare systems and ambiguous clinical decisions can result in medical errors which threaten patient safety. There is a need for improved awareness of medical errors across healthcare disciplines. We utilised team-based learning (TBL) to pilot an interprofessional patient safety module for senior health professional students. We evaluated the use of TBL within the interprofessional context to achieve student learning outcomes. Twenty-seven students from pharmacy (n=11), nursing (n=8) and medicine (n=8) faculties participated. Data were collected via questionnaires, focus groups, class observation and student test scores. Quantitative data were analysed using descriptive statistics. Framework analysis was used to code qualitative data using social capital as a conceptual framework. In total, 26/27 (96%) of participants completed the questionnaire and 20/27 (70%) attended focus groups. There was no significant difference in prior knowledge between the disciplines. The TBL module enriched the learning environment and enabled students to prepare, problem-solve and interact with facilitators. The TBL pedagogy and interprofessional framework enabled the development of social capital among students. The module demonstrated the potential of interprofessional education to shift knowledge and attitudes towards a greater appreciation of patient safety issues and better prepare health professional students for the workforce. The TBL pedagogy strengthened knowledge sharing and fostered collaboration across disciplines.

To better prepare undergraduate students as informed citizens, they need skills to evaluate and interpret scientific data that are relevant to real world scenarios. Socioscientific issues are typically complicated or debatable issues that require individuals to evaluate their background knowledge and make decisions with respect to social and cultural contexts. Incorporation of socioscientific issues into a course allows students opportunities to demonstrate their argumentation skills. In this study, we investigated the relationship between students' biological content knowledge and their argumentation skills. We evaluated students' content knowledge of primary research articles on mRNA vaccine development and clinical trials. There was no correlation of content knowledge and students' argumentation skills to counter vaccine hesitancy. While most students demonstrated understanding of the primary research articles, almost half the students did not include specific biological knowledge in their arguments, indicating they had difficulty in applying their knowledge to the real world. These results suggest there is a need to provide students with additional opportunities to practice and develop their argumentation skills with respect to socioscientific issues.

Simulation software has been integrated into education delivery process in order to provide an effective learning environment for students such as FlexSim and Arena. This study investigated Hong Kong engineering students' help-seeking perception and attitudes towards learning simulation software at their university education institution. Students can be influenced by different factors during their study of using simulation software and depends on different situations for determining their help-seeking perception. The objective of this survey is to examine the factors and situations that influenced students on using simulation software about its usage and acceptance, including the teaching and learning processes and the usage as a supplement to the conventional instruction. A survey will be conducted and collected samples from university students in one of Hong Kong's universities. A comparison will be made based on students' help-seeking perception and attitudes towards using simulation software (e.g. FlexSim or Arena) after collecting and analyzing those samples in order to provide a suggestion for improving the learning environment.

Although using video to facilitate language learning is an exceedingly common practice, both for in-class and out-of-class learning, at present the literature exploring the use of authentic videos for intentional language learning is void of a user-friendly framework that educators and learners can refer to when selecting and using authentic videos to optimise language learning. To bridge this gap in the literature, the authors of this paper have drawn from a range of relevant research pertaining to cognitive neuroscience, educational psychology, and second language acquisition, as well as over two decades of combined personal experience as professional language educators, to develop a theoretical framework delineating nine research-based considerations educators and learners should bear in mind when selecting, using, and/ or prescribing authentic videos to facilitate optimal language learning.

An imagineering learning model using advance organizers with the internet of things was developed to promote creative innovation for learners in the 21st century. It is an innovation initiated by integrating classroom learning and technology that connects with the internet of things. The objectives of this research were (1) to study and synthesize the conceptual framework of the imagineering learning model using advance organizers with the internet of things, (2) to develop the imagineering learning model, and (3) to assess the appropriateness of the developed model. The participants comprised a purposive sample of five experts from various higher education institutions who have knowledge and ability in designing and developing learning models and teaching and learning systems. Research instruments included the (1) imagineering learning model and (2) assessments of the appropriateness of the proposed model. The results were in line with the expectations of the research team, which found that the proposed imagineering learning model can be used as an instrument to improve teaching and learning by integrating knowledge in computational science subjects with professional courses to develop creative innovations for elementary school learners. By applying imaginary teaching techniques and conceptual maps to cloud learning, the proposed imagineering learning model encourages learners to develop the knowledge and ability to innovate creatively. Knowledge from programming and knowledge of agricultural work in vocational courses must be integrated appropriately.

Slow reading has long been viewed as a teaching technique that engages students more deeply with course readings. Little systematic research, however, has been done to understand how this pedagogical strategy works in college classrooms. This study investigated how slow reading techniques promoted deep learning among undergraduate college students across two disciplines. Utilizing two food essays as the basis for a reading assignment, students in two courses participated in an intentionally scaffolded and paced slow reading exercise designed to encourage deeper personal engagement with course concepts. Theoretical implications from the research demonstrate connections between slow reading techniques and the existing literature on both significant and deep learning. More practically, this study found that slow reading techniques fostered personal storytelling as a means of developing deeper connections to assigned texts, presenting an opportunity for instructors hoping to facilitate the meaningful integration of course concepts into students' lives.

In a previous publication we examined the connections between high-school computer science (CS) and computing higher education. The results were promising -- students who were exposed to computing in high school were more likely to take one of the computing disciplines. However, these correlations were not necessarily causal. Possibly those students who took CS courses, and especially high-level CS courses in high school, were already a priori inclined to pursue computing education. This uncertainty led us to pursue the current research. We aimed at finding those factors that induced students to choose CS at high school and later at higher-education institutes. We present quantitative findings obtained from analyzing freshmen computing students' responses to a designated questionnaire. The findings show that not only did high-school CS studies have a major impact on students' choice whether to study computing in higher education -- it may have also improved their view of the discipline.

Prior programming knowledge of students has a major impact on introductory programming courses. Those with prior experience often seem to breeze through the course. Those without prior experience see others breeze through the course and disengage from the material or drop out. The purpose of this study is to demonstrate that novice student programming behavior can be modeled as a Markov process. The resulting transition matrix can then be used in machine learning algorithms to create clusters of similarly behaving students. We describe in detail the state machine used in the Markov process and how to compute the transition matrix. We compute the transition matrix for 665 students and cluster them using the k-means clustering algorithm. We choose the number of cluster to be three based on analysis of the dataset. We show that the created clusters have statistically different means for student prior knowledge in programming, when measured on a Likert scale of 1-5.

Poor mathematics preparation severely restricts students' future educational and occupational choices. This paper explores the extent to which differences were observed in the pedagogical practices of those teaching college introductory college math at a community college and at a four-year college. Although college math instructors generally may be poorly prepared to teach their assigned course content, this lack of preparation may be less characteristic of community college instructors for various reasons including their educational training and occupational priorities. Findings indicated that recommended practices such as metacognitive strategies and references to prior knowledge were more likely to be used by math instructors at a two-year than a four-year college. The implications of these findings for professional development and hiring requirements are discussed and emphasized for college math department chairs and administrators generally.

We, six elementary mathematics teacher educators (MTEs), noticed that many of our elementary pre-service teachers (EPSTs) were limited by their views of mathematics, typically as the result of their prior experiences with learning mathematics. Much of the research around such limiting views focuses primarily on negative experiences or treats such views as associated with individual factors (e.g., self-efficacy, mathematics anxiety, and views about problem solving). Using a (re)humanizing mathematics perspective, we sought to identify these limiting views of mathematics in a more holistic approach, considering the complexity of views that EPSTs hold. In this article, we introduce a framework, developed through collaborative self-study methodology, to give shared language to the types of "mathematical wounds" EPSTs may have. Utilizing this framework, MTEs can support EPSTs' mathematical healing by enacting intentional instructional practices. We provide three general approaches to frame these intentional practices as well as reflection questions to support other MTEs in reconsidering their own courses and how they may take EPSTs' mathematical wounds and healing into account.