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We report on a long-term collaboration with ninth-grade mathematics teachers at a linguistically diverse high school in which we examined the intersection between mathematics and language, and how language and mathematical thinking can be developed together in a multilingual setting. We co-designed lessons that promoted conceptual understanding, increased students' access to grade level mathematics and created opportunities for students who are classified as English learners to participate in discussions. Our content focus was linear and exponential rates of change. In this article, we focus on linear rate of change and its connection to slope. After identifying three distinct meanings for and uses of slope in a ninth-grade mathematics textbook: (a) slope as steepness, (b) slope as rate of change, and (c) slope as a property of collinearity (presented in this order) and observing student interactions around slope concepts, we considered whether it may be more beneficial for students, particularly emergent multilingual students, to develop a robust quantitative understanding of slope first, then introduce the other two meanings of slope as an application of rate of change. To achieve this, we created a series of lessons incorporating dynamic interactive technology and mathematical language routines. We share three of these lessons in this article and include a classroom vignette illustrating the classroom interactions that were achieved through using our first Desmos activity.

Metacognition is defined as a higher-order thinking skill that enables individuals to monitor, control, and regulate their thinking and behavior. In education, this skill is important, as learners need to self-regulate their learning behaviors for successful lifelong learning. Thus, it is essential for educators and learners alike to know their metacognitive skills. Researchers can assist in this endeavor by developing sound and valid quantitative measures for psychological phenomena such as metacognition. No measure is more commonly used for this purpose than the Metacognitive Awareness Inventory (MAI). In the present study, the International Group on Metacognition validated the MAI employing a standard, international Spanish with a robust sample of 12 Spanish-speaking countries and 1,622 undergraduate university students. Results revealed a solid final baseline confirmatory factor analysis model for all 12 countries that supports the original two-factor structure reported in English-speaking samples from the United States. Additionally, multigroup measurement invariance analyses revealed that although five parameters varied slightly across some countries, chi-square difference tests indicated that the comparison model with these constraints freely estimated was not significantly better than the fully constrained null model, supporting measurement invariance across countries. Thus, our version of the MAI using standard, international Spanish is a valid and reliable tool for measuring metacognitive awareness in Spanish-speaking countries.

Developing metacognition in students is essential for fostering critical thinking in school. One of the skills necessary to achieve this goal is the cultivation of metacognitive vigilance--a potential means to regulate some ways of thinking held by individuals. Of particular importance is essentialism, as it underlies discourses such as racism and also hinders the comprehension of various biological models. In this paper, we aim to characterize the metacognitive regulations on essentialism made by high school students from Buenos Aires, Argentina. This exploration occurred within the context of a didactic sequence on the relationship between biology and human races, designed to promote metacognitive vigilance. Employing a qualitative approach, various types of metacognitive reflections were identified. These reflections reveal that some of the students consciously identified instances of essentialism in their daily lives, assessed its legitimacy, and constructed alternative explanations by drawing from biological models. These findings underscore the importance of nurturing metacognition as a means to deconstruct hegemonic and common-sense discourses, including those rooted in racism.

Computational thinking (CT), an essential competency for comprehending and addressing intricate issues in the digital world, has been incorporated into curriculum planning as a goal for programming education. This study introduced flow design into programming curricula to investigate its impact on undergraduates 'CT skills during pair work. Two types of flow design approaches, construct-by-self flow design (CBS-FD) and construct-on-scaffold flow design (COS-FD), were proposed to determine which approach better enhances students' CT skills. Seventy-six first-year undergraduates participated, including thirty in the CBS group and thirty-six in the COS group. Evaluations made from the results and processes of programming tasks were employed to describe computational performance and computational practices, respectively. Data gathered from CT skill surveys were thoroughly analyzed to gain a deeper understanding of computational perspectives. Our findings highlighted that COS-FD significantly improved participants' computational performance compared with CBS-FD. The COS groups fostered an engaging, sharing atmosphere, while CBS groups spent more energy on negotiating the manipulation of flow design. Moreover, both COS-FD and CBS-FD proved beneficial in enhancing participants' computational perspectives, with the COS groups better improving their algorithm thinking. The study presents valuable perspectives on the design and implementation of collaborative programming activities within curriculum education.

As online course delivery becomes an ever-increasing modality in marketing education, it is essential that marketing educators understand the unique factors that drive student course engagement in online versus face-to-face courses. This article develops and empirically tests a conceptual model grounded in the theory of mental self-governance which suggests different student thinking styles play varying roles in driving course engagement and satisfaction in online and face-to-face courses. The conceptual model is empirically tested by analyzing survey and objective learning achievement (final grade) data collected from 194 students enrolled in online marketing courses and 232 students enrolled in face-to-face marketing courses. Results indicate that delivery modality influences the effect distinct thinking styles have on course engagement. Interestingly, the analysis suggests that course engagement has a greater positive impact on final grades for students enrolled online compared with those enrolled in face-to-face marketing courses. The implications of these findings are discussed, offering valuable insights for educators navigating the evolving landscape of marketing education.

Background: Ambiguity prevails concerning the fundamental methodological characteristics of computer-assisted argument mapping (CAAM) learning environments, particularly in their capacity to facilitate critical thinking within tertiary education. Previous scholarly investigations have failed to furnish an exhaustive elucidation of the configuration of instructional interventions grounded in CAAM. Furthermore, prior research provides limited evidence to show how a course can be designed and implemented with CAAM practices. Objectives: This study aimed to explore the influence of CAAM practices on the pre-service teachers' critical thinking skills and the lived experiences of pre-service teachers during CAAM practices based on their perspectives to guide more successful curriculum or instructional designs integrated with CAAM practices. Methods: The intervention was conducted in an online course called 'Instructional Methods and Techniques', which included various instructional methods and techniques to be utilized while implementing a curriculum. This study employed a sequential explanatory mixed method research design conducted with 24 s grade pre-service teachers enrolled in the elementary school department. The quantitative data gathered through a critical thinking scoring rubric were analysed with repeated measures ANOVA to analyse the change in participants' critical thinking scores over time, while a semi-structured interview form developed by the researcher was used to collect data regarding pre-service teachers' experiences, which were analysed with content analysis. Results: The quantitative findings provided empirical support for the integration of CAAM practices into teacher education programs as a means to enhance the CT skills of pre-service teachers, while content analysis resulted in five themes named as 'challenges, opportunities, views about Mindmup, feedback and suggestions'. The challenges encountered and subsequently overcome, the opportunities harnessed for critical thinking growth, the role of feedback in the learning process, elimination of interaction problems encountered during online learning, and the need for balanced CAAM usage all contributed to a comprehensive understanding of the potential benefits and considerations associated with CAAM in the context of teacher education. Conclusions: These insights are invaluable for teacher educators and curriculum designers seeking to prepare future educators as effective critical thinkers capable of addressing the complex challenges within the field of education. Ultimately, the study reinforces the importance of explicit CT instruction and highlights CAAM as a promising avenue for achieving this goal.

Background: While the integration of robot-based learning in early childhood education has gained increasing attention in recent years, there is still a lack of evidence regarding the impact of AI robots on young children's learning. Objectives: The study explored the effectiveness of two AI education approaches in advancing kindergarteners' computational thinking, sequencing, self-regulation and theory of mind skills. Methods: An experiment was conducted with 90 kindergarteners (ages 5-6) randomly assigned to either a direct instruction (DI), cooperative play (CP) or control group. Results: Results show that (1) children in all three groups had significant improvements on computational thinking, sequencing and self-regulation; (2) both early AI education approaches (CP and DI) significantly enhance young children's computational thinking, sequencing, self-regulation and theory of mind skills; (3) the DI group had significant higher improvement than the CP group on computational thinking; (4) the CP group exhibited greater enhancements in theory of mind skills than the DI group. Conclusion: These findings jointly demonstrate that each AI educational approach has unique strengths, underscoring the significance of designing new pedagogies to expand children's skills.

Background: Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online. Objective: To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design. Methods: The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre-test and post-test results before and after the intervention (training). Results: Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support. Conclusions: The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology-enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st-century education is imperative.

Background: Critical thinking is one of the 21st Century competencies for students. While previous research acknowledges the potential of peer feedback to enhance critical thinking skills, particularly within computer-supported collaborative learning (CSCL) environments, there is limited understanding of which specific aspects of critical thinking are improved through peer feedback and how various components of critical thinking are interrelated within a CSCL environment in K-12 education contexts. Objectives: This study aims to investigate how peer feedback affects secondary school students' critical thinking skills within a computer-supported collaborative argumentation (CSCA) environment. It explores the specific aspects of critical thinking that were enhanced and examines the relationships among different critical thinking indicators using Epistemic Network Analysis (ENA) to provide a deep understanding of these skills' development before and after peer feedback. Methods: This study adopted a mixed-method approach. Qualitative content analysis was conducted to explore the effect of peer feedback on students' depth of critical thinking by adopting Newman's framework. Quantitative ethnographic method known as ENA was employed to analyse the co-occurrence patterns of critical thinking influenced by peer feedback. Results and Conclusions: This study found that peer feedback was effective in promoting students' critical thinking measured by Newman's framework (Justification, Ambiguities, Importance, Novelty, Relevance, Width of understanding, and Linking ideas, factors, and interpretation). However, the study noted a lack of improvement in the dimensions of Bringing Outside Knowledge/Experience to Bear on the Problem (O), Critical Assessment (C), and Practical Utility (P). Peer feedback significantly influenced the co-occurrence patterns of critical thinking. Before peer feedback, students' arguments were characterized by confusion and narrow viewpoints, despite containing important and relevant points. After peer feedback, there was a marked improvement, with students presenting their arguments with greater clarity, breadth of information, and creativity. This suggests that peer feedback helped students refine their argumentation skills, making their points clearer and more comprehensive.

Background: Computational thinking is derived from arguments that the underlying practices in computer science augment problem-solving. Most studies investigated computational thinking development as a function of learners' factors, instructional strategies and learning environment. However, the influence of the wider community such as educational policies on computational thinking remains unclear. Objectives: This study examines the impact of basic and technology-related educational policies on the development of computational thinking. Methods: Using supervised machine learning, the computational thinking achievements of 31,823 eighth graders across nine countries were analysed. Seven rule-based and tree-based classification models were generated and triangulated to determine how educational policies predicted students' computational thinking. Results and conclusions: Predictions show that students have a higher propensity to develop computational thinking skills when schools exercise full autonomy in governance and explicitly embed computational thinking in their curriculum. Plans to support students, teachers and schools with technology or introduce 1:1 computing have no discernible predicted influence on students' computational thinking achievement. Implications: Although predictions deduced from these attributes are not generalizable, traces of how educational policies affect computational thinking exist to articulate more fronts for future research on the influence of educational policies on computational thinking.

Background: In the field of Learning Design, it is common that researchers analyse manually design artefacts created by practitioners, using pedagogically-grounded approaches (e.g., Bloom's Taxonomy), both to understand and later to support practitioners' design practices. Automatizing these high-level pedagogically-grounded analyses would enable large-scale studies on practitioners' design practices. Such an approach would be especially useful in the context of mobile learning, where practitioners' design practices are under-explored and complex (e.g., involving both formal and informal learning activities, happening between physical and digital spaces). Objectives: We inquire about the kind of designs that practitioners create in mobile learning by analysing the entire databases of two m-learning tools, Avastusrada and Smartzoos, which promote inquiry learning outdoors. Methods: We use supervised machine learning to classify the textual content of the designs based on the cognitive level required from learners, the inquiry-based learning phases they cover, and their connection with the learning context (e.g., the role played by the situated environment). Results and Conclusions: Results from the in-the-wild studies emphasize practitioners' tendency to design contextualized activities, but that include few higher-order thinking tasks and elements of inquiry learning. This raises questions about the real-life pedagogical value of similar mobile learning tools and highlights the need for providing pedagogical guidelines and technical solutions that would promote the adoption of good learning design practices. Major takeaways from the study: While we show that machine learning techniques (informed by learning design elements) can enable large-scale studies and provide useful insights, to best understand and support practitioners' design practices it would be necessary to combine them with other quantitative and quantitative analyses (e.g., a qualitative understanding on why practitioners take specific design decisions). Future research could use similar machine learning approaches to explore other design settings, as well as explore scenarios where similar algorithms can be embedded in design tools, to guide practitioners' design practices.

Background: Computational thinking (CT) has emerged as a critical component of 21st-century skills, and increasing effort was seen in exploring the development of CT skills in K-12 students. Despite cumulative research on exploring students' CT acquisition and its influencing factors, learners' development of the skill over time and the underlying mechanism that contributes to individual differences remain unclear. Objective: To bridge this gap, the present study aimed to explore the individual differences in CT acquisition among primary school students and how these differences were shaped over time. Specifically, variations in the development of CT across demographics, including gender and learning experience, were explored. Method: Three waves of data were collected from a sample of 322 primary school students (aged 7-12) across 18 months, with a 9-month interval between adjacent waves. A time-lagged model was leveraged for data analysis, and control variables were included in the model to strengthen statistical robustness. Results and Conclusion: The results indicate that male students and those who were more experienced in coding tended to have more positive attitudes toward coding. Additionally, coding interest was found to mediate the relationship between demographics and CT, demonstrating that male students and more experienced learners tended to be more interested in coding, which, in turn, contributed to the development of CT skills in later stages. Conclusion: The study provides valuable insights into the mechanisms underlying individual differences in CT development over time. The findings highlight the importance of nurturing coding interest among female students and promoting coding exposure for novice learners.

In a sample of 323 engineering students, structural equation modeling was used to test hypothesized relationships between beliefs about the nature of knowledge in science, beliefs about the process of justification for knowing in science, and argumentative reasoning about an ill-structured social-scientific issue. Beliefs about justification for knowing were directly related to argumentative reasoning, with beliefs in justification by school-based authority being a negative predictor and beliefs in justification by research-based authority being a positive predictor of students' evidence- and knowledge-based reasoning, and with beliefs in personal justification being a negative predictor of students' consideration of counterarguments. These beliefs about justification for knowing in science were, in turn, predicted by students' beliefs about the certainty and development of scientific knowledge. The discussion highlights the multileveled and multidimensional view of epistemic beliefs that follows from our investigation, as well as the role of such beliefs in students' argumentative reasoning.

It is broadly admitted that social contexts of reasoning may prompt children and adolescents to improve the quality of their reasoning. However, it is not clear how this quality may be assessed when it comes to arguments expressed within oral interactions in diverse settings (whole-class or small-group discussions) by students of different ages and cultural backgrounds. This study aims to offer a methodological contribution to the issue of oral argument assessment of children and adolescents, by looking at a large, annotated corpus of dialogic discussions during 111 lessons taking place in five countries. Our analysis combines a structural (Toulmin Argument Pattern) and functional (Walton's argumentation schemes) approach to argumentative reasoning. Our findings show significant variations across age groups and social settings. The discussion points out the importance of sociocultural framing of argument reasoning development and the continuation of research in argument assessment methods able to grasp important developmental and cultural variations.

The research reported on in this article was mainly undertaken to determine the obstacles to the enhancement of critical thinking in the learning of history at Form 3 level in secondary schools in the Masvingo urban area of Zimbabwe, in terms of the rationale of developing the learners' critical thinking. The promotion of critical thinking abilities is vital in education, since doing so helps to improve the learners' academic performance, as well as aiding in producing graduates with a multiplicity of skills that are required in the 21st century job market and in society as a whole. We used semi-structured interviews and lesson observations to reach conclusions on what recommendations to make in addressing the research problem. Several factors were identified as hindering the learners' acquisition of critical thinking, including the learners' and teachers' lack of self-efficacy, motivation and the poor learning environment. In addition to reflecting on the possibility of improving the learning and teaching of critical thinking, we recommend that the Ministry of Primary and Secondary Education, Zimbabwe's Schools Examination Council, teacher training colleges and teachers should all work together to develop the learners' critical thinking skills within the parameters of the Zimbabwean education system.

The research explores the potential of incorporating science, technology, engineering, and mathematics (STEM) education approach and critical thinking to enhance historical consciousness. The study employs an ex post facto quantitative method, specifically a correlational design to analyse the variables. The research population comprises 425 students from diverse backgrounds in Banten Province schools that have implemented the STEM approach. A sample size of 202 students is determined using a predefined error rate. Data collection involves tests and questionnaires assessing historical thinking skills, STEM approaches, and historical consciousness. Statistical analysis, including partial and simultaneous multiple correlation tests, reveals a significant and very strong positive relationship between STEM approach, historical thinking skills, and historical consciousness. This suggests that the interplay of these factors enhances history learning and encourages a deeper understanding of historical events, promoting critical thinking, and historical consciousness. The study emphasizes the importance of integrating STEM methodologies into history education to provide students with a holistic understanding of historical events and their societal implications. Such an approach bridges the gap between STEM and history, fostering interdisciplinary collaboration and promoting informed and empathetic citizens. Future research should explore diverse samples, employ qualitative methods, and investigate curriculum designs and teaching strategies that effectively integrate STEM and history education.

The "Sekolah Penggerak" program is one of the Indonesian Government's efforts to realize the vision of Indonesian education, namely an advanced Indonesia that is sovereign, independent, and possesses the Pancasila personality. As the leading actors in education, teachers play an important role in implementing educational programs. This study was carried out to examine the experiences of teachers involved in the "Sekolah Penggerak" program regarding the impact of implementing the program. This study is qualitative with an exploratory case study design and a retrospective approach. The participants in this study were 15 mover teachers willing to participate, selected using a purposive sampling technique. To collect data, an open-ended questionnaire, and semi-structured interviews were used. The results of the study reveal that, in general, the "Sekolah Penggerak" program has a positive impact on teachers, namely helping them change mindsets to be more innovative in utilizing student-focused learning, and on students, namely increasing their motivation and critical skills. The experiences after participating in the "Sekolah Penggerak" program also direct teachers to be involved in collaborative reflective practice of program implementation to produce teachers who are more professional so that this program runs more effectively in the future.

Student's critical thinking skills that are currently still low are important to develop because they affect the way students think in solving problems. The problem-based learning model with the inquiry method used to help improve student's critical thinking skills. The iSpring learning media used can help students understand the material. The research results were obtained from the output of the paired sample t-test, a significance value < 0.05, so it was concluded that there was a difference between before applying the learning model and after applying the learning model. The results of the questionnaire responses to the media also resulted in positive responses from students.

This study aims to ascertain the impact of the Active learning method on high-order thinking skills (HOTS) within the realm of Islamic education. Our primary contribution is the comprehensive meta-analysis of various preliminary and university educational studies. Using RStudio, we analyzed the differences in effect sizes, variations, and groups among studies. The findings indicate that the Active learning method significantly enhances HOTS, with the mixed learning method showing the most pronounced effect. We adopted a systematic approach, examining diverse learning methods like genre-based learning and blended learning model. Our research design entailed a meticulous meta-analysis of pre-existing literature rather than primary experimental or survey-based methods. However, we identified high heterogeneity in effect sizes as a limitation, suggesting the need for more nuanced studies in varied contexts. This research underscores educators' need to adapt learning strategies suited for specific educational levels, pointing towards a brighter horizon for tailored pedagogical interventions.

An increasing number of K-12 schools and educational organizations in the U.S. emphasize Global Citizenship Education (GCE) in their curricula. As a kind of social studies education, GCE is often marketed as an effective means to provide students with the knowledge, skills, and dispositions to succeed in our unpredictable, challenging future. However, there is little research on how students, the target audience, perceive and may be influenced by GCE. As such, this study explores how transnational high school students in the U.S. respond to the GCE to which they are exposed and whether and how these views differ by their gender, racial, and socioeconomic identities. Through descriptive statistics, the data show that when students engaged with GCE, they (1) perceived themselves to learn more skills and conceptual understandings rather than factual knowledge, (2) perceived their schools' formal curricula and diversity at school to contribute most to their learning, and (3) were influenced to change more in their thinking, not actions. These findings raise questions about how to balance teaching skills and knowledge, as well as GCE's challenge in promoting critical action. Further, based on t-tests and ANOVA, the data show that girls perceived themselves to learn more global citizenship at school, that more aspects of school contributed to their GCE, and that GCE influenced their lives more significantly, compared with boys. While the study did not find statistically significant differences in participant perspectives based on socioeconomic status, it did show that in terms of racial differences, Asian transnational students saw themselves as being the least influenced by GCE, compared with White and other students of Color. Given these findings, further research is required to explore how GCE may be implemented more equitably for diverse students.

One of the main goals of academic institutions is to develop students' analytical and critical thinking abilities; however, traditional teaching modes do not provide the desired result. A study carried out recently suggested that integrating reflective and collaborative activities not only increases, but also activates these abilities. Such research, focusing on joint applications of these two methods, is still in its infancy. This research tries to fill this gap by exploring the effect of a blended instructional approach on the learning of medical students in Yunnan Medical Health College. For over 20 class sessions, the experimental group consisted of students working together on project for which they later had to reflect, while those in the control group were taught using traditional methods. Control and experimental groups showed remarkable growth in analytical and critical thinking skills, with the pre- and post-test data statistically significant. These findings prove that reflective and cooperative teaching methods offer consistent quality improvement tools; these findings have important implications for the improvement of undergraduate courses in higher education. The research presents supporting information based on which using better teaching methods which aim at the enhancement of cognitive skills should be implemented.

The COVID-19 pandemic has necessitated the adoption of online learning methods worldwide, including in Malaysia. The Ministry of Education (MoE) in Malaysia has recognized the importance of online learning due to the implementation of Movement Control Order (MCO). However, the limitations of online learning, such as reduced interaction between teachers and pupils, have prompted educators to explore alternative approaches that emphasize self-directed learning. Hence, this study aimed to develop a learning method based on the heutagogy approach using the Telegram platform and examine its impact on science process skills and creative thinking skills in primary school pupils. The study employed a quantitative research design with a pre-experimental design and involved 20 Year 5 pupils. Pre-post tests were conducted to assess the skills, and the data were analyzed using descriptive and inferential analysis techniques. The descriptive analysis revealed a mean improvement in both Science process skills and Creative thinking skills following the intervention with the heutagogy approach. Furthermore, the inferential analysis confirmed a significant difference between pre- and post-test scores for both skills after integrating the heutagogy approach. The positive findings of this study shed light on the efficacy of the heutagogy approach in online learning, particularly in the context of science education for primary school pupils. These results offer valuable insights to educators who can consider incorporating the heutagogy approach into their teaching practices. By doing so, educators can enhance the learning experiences and outcomes of their pupils in science education.

This study explores the DT and PjBL to enhance creative, collaborative, and critical writing skills among EFL learners· A post-test-only quasi-experimental design was employed, involving 65 students from an English Education Program, aged 20 to 22, divided into three groups: DT, PjBL, and a integration of both· The instruments used to evaluate creative, collaborative, and critical writing skills were thoroughly validated for reliability, demonstrating good convergent validity and internal consistency· Additionally, Cronbach's alpha confirmed high reliability across all constructs, ensuring an accurate assessment of the participants' writing proficiency· Data analysis was carried out using MANCOVA, with writing literacy as a covariate to control for variability in individual differences· The results indicate that integrating DT and PjBL significantly improves writing performance across all skill categories, with the combined approach yielding better outcomes than the individual application of each approach· This study highlights the effectiveness of integrating DT and PjBL in fostering deeper engagement, critical thinking, and innovation in writing, while preparing students for real-world challenges· These findings suggest that the integrated approach offers a comprehensive framework for improving EFL writing instruction, with the potential for broader implementation in various educational settings.

When engineering students are unable to evaluate the validity of their solutions, they are unprepared to solve complex, real-world engineering problems that require decomposition or knowledge transfer. A proper framework is key to successful implementation and can encourage more institutions to adopt problem-solving engineering labs. This paper documents a design framework the authors developed to create different mechanical engineering problem-solving lab modules. The framework offers a systematic approach for educators to strategically plan, create, and execute a series of interconnected laboratory activities spanning multiple weeks. The methodology aims to reinforce students' understanding of previously learned engineering principles by applying them to address practical issues associated with grand engineering challenges or daily problems. A three-credit, fourth-year laboratory course was designed to follow a Revised Bloom's taxonomy hierarchy (Remember, Understand, Apply, Analyze, Evaluate, and Create) to improve students' metacognition skills when problem-solving. This paper focuses on the detailed course design of a three-week module in the mid-semester within that larger course, emphasizing two cognitive skills: Analysis and Evaluation. Two case studies are presented, each addressing a real-world engineering problem to capture students' interest. At various stages of each lab module, survey data was collected to evaluate student perception in applying critical thinking skills when problem-solving. The majority of students felt the labs demonstrated real-world applications to the respective engineering topics across the mechanical engineering curriculum and encouraged them to apply analytical skills to solve problems.

This Study aim to investigate the effects of integrated inquiry-based and STEM education learning management on Thai grade 8 students' analytical thinking and learning achievement. The research employed a one-group experimental design with 37 grade 8 students from a public school in Khon Kaen Province, Thailand, selected through purposive sampling. The instruments used in this study included an inquiry-based STEM education integrated learning management plan, a learning achievement test on motion and force, and an analytical thinking test. Data were collected through pretests and posttests on learning achievement and analytical thinking, and ongoing assessments during the learning activities. The data were analyzed using percentage, mean score, standard deviation, effectiveness index (E1/E2), and a paired samples t-test. The results indicated that the overall effectiveness of the learning management, calculated as the E1/E2 ratio, was 77.20/77.57, meeting the predetermined criteria of 75/75. Furthermore, significant increases in analytical thinking and learning achievement were observed at the statistical level of 0.5. These findings support the effectiveness of integrating inquiry-based learning with STEM education in enhancing students' analytical thinking and learning achievement, contributing valuable insights to educational practices in science education.

This study aims to develop and evaluate a Chinese language course designed to enhance college students' critical thinking skills through the integration of deep learning theory and Outcome-Based Education (OBE). The research specifically addresses two questions: (1) What are the characteristics of a Chinese language course that integrates Deep Learning Theory and OBE? (2) What are the effects of this course on promoting critical thinking skills among undergraduate students? The study employs a quasi-experimental design, involving 120 undergraduate students divided into a control group and a test group from Nan fang College, Guangzhou, China. The control group received conventional teaching methods, while the test group participated in the newly developed course. Data were collected through pre-tests and post-tests using California critical thinking skills test (Chinese version), as well as semi-structured interviews. Results indicate a significant improvement in the critical thinking skills of students in the test group compared to the control group. The test group showed higher mean scores and lower standard deviations in post-test results, demonstrating the effectiveness of the course in enhancing critical thinking abilities. Qualitative data from interviews supported these findings, highlighting increased student engagement and deeper understanding of course materials. The findings suggest that this integrated approach can be effectively implemented in other educational contexts to achieve similar outcomes.

Fostering creative thinking in facilitating teaching and learning (TL) of entrepreneurship and STEM at the secondary schools is sparsely documented in the literature and warrants further Inquiry. Thus, this research aimed to assess secondary school students' entrepreneurial STEM creative thinking (E-STEM[superscript CT]). A comprehensive entrepreneurship-STEM module integrating socio-scientific issues (SSIs) and design thinking (DT) approach was meticulously designed to facilitate TL. A quasi-experimental quantitative study was conducted on 267 Form Four students aged 17 years old enrolled in rural secondary schools. Three intact groups were randomly divided into a) SSIs-DT approach, n=89), b) Design Thinking Approach (DT-A, n=90), and c) Conventional approach (CA, n=88). The E-STEM[superscript CT] test instrument was developed and applied to measure students' pre- and post-levels of E-STEN[superscript CT]. Rigorous statistical analysis employing MANCOVA, ANCOVA, and Effect Size techniques was conducted. MANCOVA results revealed statistically significant effects across all TL groups, indicating the effects of the interventions in fostering E-STEM[superscript CT]. Furthermore, ANCOVA analysis results indicated that the SSIs-DT integration approach significantly increased E-STEM[superscript CT] and its constructs: Inquiry, New Ideas, Design, Creation, and Commercialization compared to the DT-A and CA approaches. These results support the view that the SSIs-DT integration approach has a positive impact on fostering E-STEM[superscript CT] among secondary school students.

The study aims to investigate prospective middle school mathematics teachers' mental actions related to debugging, which is one of the computational thinking skills in the modeling process. The study was conducted with a single-case embedded model. The collaborative working group consisted of three prospective mathematics teachers selected by criterion sampling. The data were collected from the video analysis, screen excerpts, and GeoGebra files explaining the solution process of three prospective mathematics teachers for the designed two mathematical modeling problems (experimental and theoretical). According to the results obtained from the data through content analysis based on the theoretical framework, it was identified that the prospective teachers conducted sub-activities such as recognizing/detecting the error, extracting the error, and correcting the error, which is one of the dimensions of computational thinking in technology-supported mathematical modeling. These skills as the basic steps of interpretation, verification, and revision were developed in the process of technology-supported mathematical modeling. GeoGebra was involved as an important mental trigger in the debugging process. In further studies, computational thinking studies describing all the components in the process of technology-supported mathematical modeling can be conducted, and computational thinking skills can be revealed in the process of mathematical modeling in non-computerized environments.

The current study uses the Rasch Model to measure lower-secondary school students' critical thinking skills on photosynthesis topics. Critical thinking skills are considered essential in science education, but few valid and practical measurement instruments remain. The current study fills the gap by adapting the instrument from the Watson-Glaser Critical Thinking Appraisal. A quantitative approach with a survey design was used in the study, involving 467 lower-secondary school students in Klaten, Central Java, Indonesia. Data were analyzed using the Rasch Model to evaluate each item's reliability, validity, level of difficulty, and discrimination ability. The results suggest that the instrument has good validity and reliability, with the inference subscale being the most difficult, while evaluation is the easiest for students to master. The findings provide insights for educators in designing more effective teaching strategies to develop critical thinking skills. The study implies that a valid measurement instrument is obtained and offers new insights into the profile of students' critical thinking skills in science learning to support more effective science teaching in secondary schools, especially on photosynthesis.

The role of ChatGPT and higher-order thinking skills (HOTS) as predictors of physics inquiry among uppersecondary students has yet to be widely explored. Therefore, this research aimed to examine upper-secondary students' role in ChatGPT (convenience and quality (CQ), motivation and engagement (ME), and accuracy and trust (AT)) and HOTS as predictors of physics inquiry. Data were collected from 334 upper-secondary students in Indonesia through online questionnaires and analyzed with SPSS software using correlation and multiple linear regression. The results showed that CQ had the strongest correlation with HOTS, with significant predictors being response speed, concept linkage, and explanation quality. The ME dimension was also significantly correlated with HOTS, with increased motivation to learn and enjoyment in learning as key predictors. Lastly, the AT dimension significantly correlated with HOTS, where the accuracy of information and students' trust in it were essential predictors. These findings indicate that ChatGPT has the potential to enhance inquiry-based learning in physics by effectively supporting the development of HOTS.

In this study, an assessment tool was developed to measure the reasoning skills (RS) of preservice science teachers on socio-scientific issues (SSI). As a result of the literature review, the scale was developed based on five dimensions. These dimensions are complexity, questioning, having different perspectives, skeptical approach and the limitations and adequacy of science. The developed scale consists of a total of 18 items. 577 preservice science teachers participated in the study voluntarily. First-level confirmatory factor analysis (CFA) was conducted to evaluate the construct validity of the items created in line with the theoretical framework. In addition, second-level CFA was applied to test whether the dimensions represented the students' perceptions of socio-scientific reasoning (SSR) skills. When the literature was examined, it was decided that the values of the fit indices were appropriate for model verification. The findings reveal that the developed scale can be used for valid and reliable measurements in determining the perceptions of preservice teachers regarding their SSR skills.

Future students are confronted with a complex world that demands the ability to solve problems in unstructured, undefined, and unfamiliar situations. The aim of the present study was to investigate the development of problem-solving skills through the implementation of Problem-Based Learning (PBL). While previous research has primarily focused on content-related and long-term measurements when examining the effects of PBL, this study took a different approach by exploring the general increase in problem-solving skills resulting from PBL. The sample consisted of 90 second-semester students who were assessed at three different time points using three subscales of the Wilde-Intelligenz-Test I & II: "analogies (AL), letter series (BR) and numerical series (ZN)." The findings revealed a significant improvement in general problem-solving abilities within the PBL group. These results provide valuable insights into the impact of PBL on the development of general problem-solving skills, even within a domain-independent and short-term context. Lecturers are encouraged to consider implementing PBL in their study programs, as it equips graduates with the necessary skills to tackle the challenges of today's dynamic and constantly changing world.

As online education grows rapidly in social work, there are growing concerns about teaching critical-thinking skills in online environments. This retrospective case study shares experience of an online course that employed a strength-based instructional method to enhance critical-thinking skills among undergraduate social-work students. Twenty-two student assignments were reviewed from an online Human Behaviour and Social Environment course offered to undergraduate social-work students. Three approaches were adopted to learn the impact of instructional practices on critical-thinking skills: 1) students' course evaluations; 2) the number of words written in students' responses to written assignments; 3) the quality of students' prompts. The study found that using a strength-based approach and providing individualised feedback were effective in enhancing critical-thinking skills in online courses. Limitations and suggestions for future research were discussed.

As the world rapidly changes, educators must prepare students to navigate an uncertain future. Traditional teaching methods often fall short in cultivating skills like critical thinking, problem-solving, and systems thinking, which are essential for addressing complex global issues. This article explores how integrating foresight methodologies employed by professional futurists can enhance online learning environments by mitigating social isolation and teaching skills that improve decision-making. In addition, we discuss how these instructional strategies align with the Adolescent Communities of Engagement (ACE) Framework (Borup et al., 2014) by promoting peer-to-peer and peer-to-adult engagement. Techniques such as scenario writing, futures wheels and personal futures planning allow students to develop vital critical thinking skills while fostering future-oriented mind- sets linked to improved self-regulation, goal setting, and resilience. By crafting plausible future narratives, mapping cause-and-effect relationships, envisioning career pathways, and engaging in knowledge-sharing, students gain tools to confidently navigate uncertainty. Embedding foresight across online curricula empowers learners to become active architects of their desired futures rather than passive bystanders. Equipping students with these mindsets and competencies lay the foundation for cultivating future-ready global citizens capable of addressing humanity's greatest challenges.

Teaching introductory anatomy and physiology (A&P) requires a careful balance of conveying core content while at the same time fostering a deep interest in the subject matter. This is especially true in the laboratory where students are expected to not only master experimental procedures but also connect what they learn in the laboratory to course content. Traditional laboratory courses often have students follow "cookbook" style procedures. While these lab activities expose students to specific techniques or equipment, they are often at the expense of a deeper understanding of the content. The core concepts of physiology were developed to allow students to engage with course content in ways that build an integrated, conceptual understanding applicable to multiple physiological topics. In this article we describe the redesign of an undergraduate A&P laboratory course structured around three core concepts: scientific reasoning, structure/function, and systems integration. These concepts provide a framework whereby students can more effectively transfer concepts from one system to another. The course was redesigned into a "flipped" format in which students are first exposed to content prior to lab and laboratory activities were restructured to be inquiry- and problem-based. The goal of these curricular changes was to shift the focus from mastery of technical skills and declarative knowledge towards fostering critical thinking and clinical reasoning skills. An approach to the laboratory that includes the interrelated functional importance of systems and structures can create an engaging class atmosphere and deepen student's interest in the complex world of physiologic function.

The Arts and Science Honours Academy (ASHA) is a unique interdisciplinary undergraduate honours programme at a large research-intensive university in Canada. Data were collected in early 2020 from 108 past and present students, representing the first eleven cohorts of the programme. Triangulating results from quantitative and qualitative analyses, we describe the ASHA students' educational and social experience during their time at university and, for those who have graduated, their post-graduate activities. Situating our investigation within previous literature examining interdisciplinary undergraduate learning communities and high impact practices, we assess whether students from arts and science disciplines experienced the programme differently, and which aspects of the programme were most impactful. We find that academically, students reported benefiting from the exposure to interdisciplinary thought, the opportunity to do research, and the study abroad requirement. Socially, students reported benefiting from the connections they formed with a small cohort of high achieving peers from a variety of disciplinary backgrounds. While science students reported benefitting the most from ASHA socially, arts students were more likely to indicate that the programme influenced their careers following graduation. These findings provide evidence to support the creation and design of future interdisciplinary undergraduate programmes.

This meta-analysis examined 12 empirical studies, published from 2013 to 2023, to determine the effectiveness of DBL in enhancing scientific creativity. The sample size involved 1211 students. Based on the analysis using random-effect model, DBL has a positive and strong significant effect (ES=1.181) to scientific creativity. Moderator analysis uncovered significant difference in the effect sizes when clustered according to the academic level and geographic location, while the STEM discipline and the implementation period demonstrated otherwise. It is further revealed that engineering design (g=1.546) registered the largest effect size in comparison with design thinking (g=0.896) and STEAM design (g=0.696) models. Moreover, originality, elaboration, fluency, and flexibility are the most frequently used dimensions in assessing scientific creativity. In conclusion, the findings established the effectiveness of DBL in enhancing scientific creativity among STEM students. Hence, teachers must be equipped of the technical knowhow of integrating design process in teaching STEM subjects.

This study investigates teachers' perspectives on the use of a mathematical argumentation teaching strategy in elementary mathematics in which students disprove mathematical statements they already know to be false. Mathematical argumentation is a process through which students develop an argument about a mathematical concept and rationalize its truth or untruth through mathematical reasoning but is if often underused in mathematics. In this study we focused on a argumentation tasks which involved providing students with number statements which they already knew to be false, and inviting them to argue, using visuals, numeric notation, and/or written explanations, why it was false. Through practical action research, seven teachers from two different schools implemented this approach in their mathematics programs to one hundred and thirty-one students over the course of five months. Findings indicate this approach was easy to implement, improved student engagement, supported learners who struggled and deepened students' mathematical knowledge. We believe that this approach can be used as a precursor to more formal proofs and provide more access for teachers and students in exploring mathematical proofs in elementary classrooms.

Engineering identity plays a key role in the educational experiences of undergraduates majoring in engineering fields. Design thinking pedagogy can enhance engineering identity. However, little is known about how design-thinking pedagogy influences engineering identity development within an online environment, and specifically how this looked during the COVID-19 pandemic. The purpose of this qualitative study was to understand how a design thinking-oriented engineering course delivered online supports undergraduate students' engineering identity development during the COVID-19 pandemic. Researchers collected 63 observations, totaling approximately 79 hours of observation of an embedded systems engineering course. Findings revealed the importance of language and framing in shaping engineering identity in online learning spaces. In addition, online student-faculty interactions were seen as an area of growth. Finally, the study found that online spaces can complicate opportunities for engineering identity performance. This study has implications regarding intentionality and online learning. To enhance engineering identity, faculty and administrators should consider how they use language to frame their courses and create meaningful student-faculty interactions.

Integrated STEM learning is an appropriate approach to improve students' abilities and skills needed in the 21st century. Therefore, this literature study aims to discuss the effectiveness of integrated STEM implementation in science learning. The focus of this research includes integrated STEM implementation, effectiveness, and analysis of abilities and skills that can be improved through STEM integration. The method used in this literature study is a Systematic Literature Review, which includes several stages, namely Identification, Screening, and Included. The databases used include Springer, Taylor & Francis, ERIC, and Google Scholar. This literature review article is limited to the last 8 years, from 2016 to 2023. After screening, 35 articles were obtained, which were used as literature material regarding the effectiveness of integrated STEM learning in science. The results of the study show that STEM implementation can be integrated with various learning models such as PjBL, PBL, Jigsaw, 5E-EDP, and 6E-Cycle. In addition, it can also be integrated with media, including interactive video, virtual labs, and mobile augmented reality. Integrated STEM has proven to be effective in improving students' abilities and skills. The student's abilities and skills include 4C skills, concept understanding and cognitive abilities, motivation, ICT and computational literacy, spatial and geographic thinking skills, and mathematical thinking skills.

The major objective of the research was to examine the utility of authentic assessment tools using the technology gadgets and their value in addition to the assessment of 21st-century skills under the umbrella of 21st century skills. These five domains: a) Critical and innovative thinking skills b) Interpersonal skills c) Intrapersonal skills d) Global Citizenship e) Media and Literacy Skills were assessed under the umbrella of 21st century skills. Secondly, to determine the acquaintance of subjects with the technology embedded assessment tools, ICT literacy level of students was also assessed. The study was developmental in nature; panel survey design was used to examine the utility of authentic assessment tools using technology gadgets and their value addition for the assessment of 21st century skills through different authentic assessment tools, over a period of two semesters. Through the period of intervention data were collected from a sample of postgraduate level students enrolled under the blended learning program at Allama Iqbal Open University, Islamabad. A total of 25 M.Phil. students experienced the intervention. A significant positive change was observed in the development of students' ability to draw conclusions (p= 0.004), decision making (p=0.013) and implementing new ideas (p=0.000) was observed in post-test under the investigation of critical and innovative thinking skills. Moreover, it was also found that the ability to be persistent showed significantly positive improvement in the post-test scores of learners in online learning management system (p=0.001). Global Citizenship values (p=0.037) was significantly improved among the learners after intervention (p<0.05).

This study explores the impact of robotics activities on the creativity and problem-solving performances of secondary school students. The participants consisted of 10 students from a computer science class at a secondary school. The robotics activities utilized Lego Ev3 kits and incorporated reverse engineering principles. Data were gathered using open-ended forms created to evaluate students' perspectives on creativity while engaging in tasks and their robotics problem-solving performances. The findings revealed that, most of the students demonstrated proficient skills, particularly in recognising problems, and creating alternatives, while their reasoning, applying the solution, and sharing skills were adequate. We hope this study will offer a valuable example of how to incorporate robotic activities within the reverse engineering approach.

Transparency in learning and teaching (TILT) is a framework designed to enhance student engagement, learning, and overall success. The efficacy of TILT has been demonstrated through positive data, making it a promising method for higher education institutions to implement and adapt. In addition to increasing traditional students' mastery of critical analysis and reasoning skills, TILT removes the barriers of figuring out why, what, and how to complete coursework which is of particular benefit to underserved and non-native students. Given the demographics of the student populations at community colleges in the USA, there is an imperative need to explore the practical ways to implement the TILT framework in these settings. Enhancing teaching standards at community colleges has become a prime focus in recent years, due to the changing demographics of enrolled students. In particular, improving students' learning and retention had become of prime importance. In the current study, assignment performance on physics lab reports were analyzed to select and adapt a target component of the assignment using the TILT methodology.

This research is a Research and Development (R&D) study aimed at developing educational innovation entitled "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom", and implemented in schools. The online self-training program consists of 2 projects (1) a Development project for teacher learning which includes 7 self-training modules, and (2) the implementation of an online self-training program project which includes 1 self-training module to be used as a teaching guideline. The research consists of 4 steps. The final step was an experimental study. The results of the first project found that 12 participating teachers achieved post-test scores that met the standard of 90/90. The average post-test score was statistically significantly higher than the average pre-test score. Additionally, results from the second project found that, according to students' perception scores, the average post-test score was statistically significantly higher than the average pre-test score among 500 students. The results confirm that the "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom," is an effective educational innovation for teachers. Therefore, it can be disseminated for the benefit of teachers in schools on a broader scale in the future. Additionally, results from the second project found that, according to students' perception scores, the average post-test score was statistically significantly higher than the average pre-test score among 500 students. The results confirm that the "Online Self-Training Program to Empower Teachers' Learning into Action to Enhance Active Learning in the Classroom" is an effective education innovation for teachers. Therefore, it can be disseminated for the benefit of teachers in schools on a broader scale in the future.

Pre-service teachers' metacognitive and problem-solving skills are highly important in the process of becoming effective teachers for providing their students with guided learning support. Determination of these two higher-order thinking processes and skills and investigation of the relationship between them is very important for enabling qualified prospective teachers to reach the necessary competencies and qualifications. This study aimed to investigate the relationship between metacognition and problem-solving skills. The study also examined the mediating role of cognitive load. The study was conducted with 342 pre-service teachers enrolled in two universities located in different regions of Turkey. Data were collected through the Cognitive Load Scale, the Metacognition Scale, and the Problem-Solving Scale. The study proposed hypotheses and models based on the theoretical framework and related research. The validity of the proposed model was examined according to the fit index values. Path analysis was performed to determine the significance of the hypotheses of the model. The results of the study showed that metacognitive skills perception directly and positively affected problem-solving skills perception. On the other hand, cognitive load did not mediate between metacognitive skills perception and problem-solving skills perception.

This study aims to enhance teamwork skills among lower secondary school science students through a Learning Activity Package (LAP) using the design thinking process. The research evaluates the experiences of science teachers and students to identify areas for improvement in teamwork skills, which is achieved through interviews and observations in the Empathise & Define phase. Insights from this phase are used in the Ideate & Prototype phase to develop and refine collaborative learning activities, focusing on communication, collaboration, and problem-solving. Rooted in cooperative learning theory and utilising a design thinking framework, the study employs a user-centred approach with tools like personas and user journey maps. The project, through expert evaluations and an iterative design process, aims to contribute significantly to the development of teamwork skills, preparing students for future workforce demands.

This keynote address explores the history and role of college math requirements with a focus on ensuring math courses serve to expand students' horizons, rather than serve as gatekeepers. It discusses the advent of general education math courses, which brought more students into math departments, which ultimately contributed to broadening the scope of the courses to align with more students' interests and majors, since their purpose was to advance quantitative reasoning, not mathematics skill per se. It also examines several practices to address calculus' gatekeeping role: revising placement practices and prerequisites, redesigning courses, and updating instruction and assessment practices. Lastly, it considers the role of college admission requirements in perpetuating an overemphasis on calculus coursetaking.