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Artificial Intelligence is widely used across contexts and for different purposes, including the field of education. However, a review of the literature showcases that while there exist various review studies on the use of AI in education, missing remains a review focusing on science education. To address this gap, we carried out a systematic literature review between 2010 and 2021, driven by three questions: a) What types of AI applications are used in school science? b) For what teaching content are AI applications in school science used? and, c) What is the impact of AI applications on teaching and learning of school science? The studies reviewed (n = 22) included nine different types of AI applications: automated assessment, automated feedback, learning analytics, adaptive learning systems, intelligent tutoring systems, multilabel text classification, chatbot, expert systems, and mind wandering detection. The majority of the AI applications are used in geoscience or physics and AI applications are used to support either knowledge construction or skills development. In terms of the impact of AI applications, this is found across the following: learning achievement, argumentation skills, learning experience, and teaching. Missing remains an examination of learners' and teachers' experiences with the use of AI in school science, interdisciplinary approaches to AI implementation, as well as an examination of issues related to ethics and biases.

This paper is concerned with the educational value of Facebook and specifically how it can be used in formal educational settings. As such, it provides a review of existing literature of how Facebook is used in higher education paying emphasis on the scope of its use and the outcomes achieved. As evident in existing literature, Facebook has been used mainly for social networking purposes through the establishment and collaboration of social groups in educational settings. However, a set of recent studies has exemplified how Facebook can provide an empowering means for achieving educational goals and supporting students develop crucial skills (e.g., writing, networking, collaborating) by serving as members in various learning communities. Concluding, we argue that Facebook can provide a valuable pedagogical tool that enhances student learning. Hence, future research towards further exploring Facebook's use in educational settings is warranted for the purpose of producing scientific evidence about the ways in which Facebook could be utilized to enhance learning.

In this review, we present an argument for the need to support young adult's civic engagement and we explore the role of online games in supporting such engagement. In doing so, in the first section of the paper, we offer a definition for civic education and citizenship alongside a discussion for the pedagogical frameworks that better support young adults' development of related skills. Following that, we synthesize existing research findings on the role of online games in supporting young adults' civic engagement. Based on the outcomes of this review, in the last section of the paper, we offer a set of game design principles alongside suggestions for pedagogical approaches and organization of learning environments that have the potential to maximize young adults' civic engagement.

This paper provides a review of the literature about the use of augmented reality in education and specifically in the context of formal and informal environments. It examines the research that has been conducted up to date on the use of those games through mobile technology devices such as mobile phones and tablets, both in primary and secondary education. The review of the relative literature was carried out in the period 2000 to early 2014 in ScienceDirect and ERIC. The outcomes of this review illustrated a set of studies that provide evidence of positive outcomes regarding student learning. These studies, which focused mainly on the natural sciences and took place within informal learning environments, used both qualitative and quantitative data collection methods. The earliest study that was conducted about this topic used personal digital assistants, while the more recent one used smart (mobile) phones and tablets. The services of augmented reality focused on markers/quick response codes, virtual items, global positioning system services as well as on platforms for game creation. The findings of the literature review are discussed in relation to research approaches that are needed for augmented reality games to be played either in formal or informal learning environments.

Our purpose in this paper is to review studies that explored the impact of the use of mobile games in both formal and informal learning environments. Through a review of studies on mobile learning that have been published between 2000 and 2013, we aim to identify the ways in which researchers used mobile games in a variety of learning environments, and to synthesize current literature about the impact of the use of mobile games on student achievement and attitudes towards and learning. We first provide definitions of the constructs "mobile technologies," "mobile games," and "informal learning environments." Following that, we present the outcomes of our analysis by describing the purpose, the contexts, and the findings of each of the studies we reviewed. We then offer general conclusions that came out of our analysis and we offer some recommendations for future research.

During the past few years there have been great strides in the advancement of technology with the rise of mobile devices leading to an era characterized by the instant access to and mobility of information. Mobile technologies have more recently been used in a variety of educational settings for a variety of purposes and educational goals. Nevertheless, while the claims about the positive impact of the use of mobile technologies in different aspects of education are compelling, data on how these technologies support, for example, the understanding of complex concepts or the development of learning skills that enable students to think critically and problem-solve, are limited. This theoretical article contends that missing, remains a detailed characterization of the accounts and the processes through which mobile technologies mediate learning, and proposes that future research in science education is directed towards: (a) exemplifying the theoretical aspects and the characteristics of design frameworks associated with mobile learning; (b) characterizing rich and complex pedagogical practices that use mobile devices; and (c) sketching the details of the processes by which students come to know through engagement in activities that use mobile technologies. (Contains 1 note.)

This qualitative case study examined web-based portfolio development in the service of supporting reflective thinking and learning within the innovative context of Professional Development Schools. Specifically, this study investigated the nature of the evidence-based philosophies developed by prospective teachers as the central part of the web-based portfolio task and the ways in which the technology contributed to it. The findings of this study illuminated the participants' understandings about learning and teaching science emphasizing a student-centered approach, connecting physical engagement of children with conceptual aspects of learning, becoming attentive to what teachers can do to support children's learning and focusing on teaching science as inquiry. The way the task was organized and the fact that the web-based format provided the possibility to keep multiple versions of their philosophies gave prospective teachers the advantage to view how their philosophies were changing over time, which supported a continuous engagement in metacognition, self-reflection, and self-evaluation. Built on these findings we suggest that future research be directed in the area of teachers' knowledge and beliefs about science teaching and learning and the kinds of experiences that influence their development. The ways in which technology tools can contribute to supporting prospective teachers in developing personal theories consistent with current recommendations of reform focusing on supporting learning through inquiry should also be explored. (Contains 1 figure and 3 tables.)

Investigates preservice elementary school teachers' perceptions of the changes in science teaching and learning over time and integrating these with educational technology. (Contains 13 references.) (YDS)

The article focuses on electronic (e)-learning in Cyprus. It introduces the education system in the country which consists of four levels namely preprimary, primary, secondary and higher education. In a study undertaken about the use of computers and the Internet in schools in Europe, it has been found that almost all schools in Cyprus now use computers for teaching and have Internet access. It mentions the important factors impacting the e-learning initiatives which are skills and competencies of online tutors.

In this theoretical article the authors discuss the role of technology tools in supporting students' argument construction within the context of middle and high school science. In the first part of the article they focus on the theoretical underpinnings for studying argumentation in school science and report on the difficulties associated with supporting students' argument construction as identified by research. In the second part of the article they present two categories of technology tools that have been used in research to support students' argument construction - knowledge-representation and discussion-based tools. They discuss the characteristics of each tool in conjunction with students' difficulties when constructing arguments and comment on the affordances of the tools that have the potential to support argument construction. They conclude with a discussion on the potential of combining different types of technology tools to support student argument construction for the purpose of promoting the nature of the scientific discourse in the classroom... [ABSTRACT FROM AUTHOR]

Discusses prospective elementary science teachers' construction of web-based teaching portfolios during their elementary science methods course and concurrent field experience. Demonstration of developing understanding of supporting children's science learning; Literature associated with teaching portfolios and hypermedia authoring.