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Within the eukaryotic cell, the actin cytoskeleton is a crucial structural framework that maintains cellular form, regulates cell movement and division, and facilitates the internal transportation of proteins and organelles. External cues induce alterations in the actin cytoskeleton primarily through the activation of Rho GTPases, which then bind to a diverse array of effector proteins to promote the local assembly or disassembly of actin. We have harnessed the extensively studied functions of RhoA in the dynamics of the actin cytoskeleton to craft a practical series for Stage 2 Biology students. This series not only imparts essential tissue culture laboratory skills but also reinforces them through repetition. These activities are presented in a scenario designed for students to explore the function of a hypothetical RhoA family member. Students produce slides from transfected cells, undertake fluorescence microscopy, process the images using ImageJ, and compile their findings in a comprehensive scientific report. The composition of the report requires independent acquisition of new knowledge and synoptic learning. According to student feedback, this early experience greatly aids in solidifying and honing the skills required to report on more extensive and intricate research projects, such as capstone projects.

Winogradsky columns were invented by Sergei Winogradsky in the 1880s and have commonly been used as a microbiology classroom learning tool in K-12 and collegiate education. However, they can be challenging to examine with microscopy. We scaled down Winogradsky columns into nuclear magnetic resonance (NMR) tubes and replaced the natural sediment with a transparent soil substitute toward the goal of observing the microbial growth under a bright-field microscope without column disassembly. Using this "Mini Winnie" approach, students can practice their microscopy skills while observing microbial growth inside the column after only days of incubation on the laboratory windowsill. Overall, we believe that the Mini Winnies provide a simple method for maximizing student engagement while giving them a greater understanding of how microorganisms interact in the environment.

Articulating clear and achievable expectations is fundamental to both education and organizational management. In this article, we provide a simple intervention for clarifying expectations--and establishing that these expectations have been understood--which proved beneficial both to community college interns and to their internship mentors in biotech-related undergraduate research experiences. Internship mentors were asked to utilize a simple Expectation Clarity Tool to outline the expectations, success metrics, baseline assessments, and training strategy and support that would be foundational to their intern's project. These included expectations around conceptual, technical, performance, and professional skills and behaviors. Concurrently, but independently, community college interns were asked to complete the same type of exercise as a way of identifying gaps in their knowledge and understanding of their mentor's expectations and their internship project. The mentor's completed Expectation Clarity Tool was then shared with their intern. As a result of completing this relatively simple intervention, the majority of mentors reported that it increased their confidence as a mentor, taught them a new mentoring skill, changed how they will mentor trainees moving forward, and positively impacted their relationship with their trainee. On the intern side, the majority of interns reported that engaging in this intervention, both as an independent exercise and in obtaining their mentor's completed Expectation Clarity Tool, increased their confidence as an intern and positively impacted the success of their internship.

This paper presents two low-cost hands-on activities designed to enhance student understanding and address the pedagogical challenges faced by microbiology professors in teaching concepts related to cell structure and gene regulation. In the first activity, we used Shrinky Dinks and Jeopardy-style game questions to explore the differences between prokaryotic and eukaryotic cells. Students have to collect pieces and physically build their cell models. The second activity uses origami organelles sets from Edvotek to illustrate the regulation of gene expression in the "lac" and "trp" operons, incorporating mutation scenarios for analysis. The intended audience comprises undergraduate students in microbiology, including biology, pre-medical studies, and health profession majors. The activities were deployed in three microbiology lectures, and students were surveyed. Students' feedback highlights the efficacy of the hands-on approach and increased class participation, as two of the recurring words in the students' survey were "helpful" and "fun."

The ubiquity and ease with which microbial cells disperse over space is a key concept in microbiology, especially in microbial ecology. The phenomenon prompted Baas Becking's famous "everything is everywhere" statement that now acts as the null hypothesis in studies that test the dispersal limitation of microbial taxa. Despite covering the content in lectures, exam performance indicated that the concepts of dispersal and biogeography challenged undergraduate students in an upper-level Microbial Ecology course. Therefore, we iteratively designed a hands-on classroom activity to supplement the lecture content and reinforce fundamental microbial dispersal and biogeography concepts while also building quantitative reasoning and teamwork skills. In a class period soon after the lecture, the students formed three-to-five-person teams to engage in the activity, which included a hands-on dispersal simulation and worksheet to guide discussion. The simulation involved stepwise neutral immigration or emigration and then environmental selection on a random community of microbial taxa represented by craft poms. The students recorded the results at each step as microbial community data. A field guide was provided to identify the taxonomy based on the pom phenotype and a reference to each taxon's preferred environmental niches. The worksheet guided a reflection of student observations during the simulation. It also sharpened quantitative thinking by prompting the students to summarize and visualize their and other teams' microbial community data and then to compare the observed community distributions to the idealized expectation given only selection without dispersal. We found that the activity improved student performance on exam questions and general student satisfaction and comfort with the biogeography concepts. Activity instructions and a list of needed materials are included for instructors to reproduce for their classrooms.

Purpose: Many students perceive plant anatomy as difficult due to the complexity of the material. Additionally, conventional teaching techniques often neglect the importance of information retention in the learning process. Therefore, this study examines the effects of Retention-Based Learning on students' learning outcomes compared to conventional learning without Retention-Based Learning. Methodology: A multiple-group time series research design was used to measure the effectiveness of Retention-Based Learning on students' learning outcomes including information retention, cognitive load, and learning achievement. Retention interventions in the Retention-Based Learning class included watching videos, identifying images and answering questions. The participants in this study were seventy-eight 10th-grade public high school students in Bandung, West Java, Indonesia, divided into two research groups. Findings: This study found that students in the experimental group had better information retention in each lesson and a significantly higher ability to process information with less mental effort and lower cognitive load than the control group. Additionally, the experimental group showed significantly higher learning achievement than the control group. These findings demonstrate the importance of maintaining information retention to maximize learning outcomes in plant anatomy lessons. Significance: This study indicates that maintaining retention can be a simple and powerful learning approach to help high school teachers teach complex material. The study highlights the significance of maintaining student retention to improve learning performance.

This research goal to develop a multiple-choice closed-ended test to assessing and evaluate students' digital literacy skills. The sample in this study were students at MTsN 1 Blitar City who were selected using a purposive sampling technique. The test was also validated by experts, namely 2 Doctors of Physics and Science from Yogyakarta State University. The test instrument was developed based on five aspects of digital literacy skills: information, communication, content creation, security and problem-solving. Data have been analyzed descriptively and inferentially using the Rasch version and the assist of Quest software. The results showed that eight multiple-choice closed-ended test instruments were declared valid based on expert validation with an Aiken V value of 1.00. The reliability result is 0.97 with a very high category, and the INFIT MNSQ standard deviation value is 0.86-1.16, so seven items are by the Rasch model. Thus, the seven items in the multiple-choice closed-ended test instrument can be used to assessing and evaluate students' digital literacy skills in learning science.

This study aimed to investigate grade-7 students' negotiation during the engineering design process regarding the students' status of argumentation training. The participants were 33 students studying at a public urban middle school in Turkey. They worked in small groups on four engineering design tasks about electricity and light. Data were collected through small group audio recordings, student worksheets, and the observation. The data were analyzed by using content analysis. The results indicated that negotiation patterns were similar across all groups. However, differences were found between the group that received argumentation training and the one that did not receive in terms of proposing ideas for material design, using justifications when in agreement with others, counter proposing and acquiring information for better planning and altering the design, and critiquing for design advantages and disadvantages.

Incorporating ethnoscience into lessons through the ethnoscience-students' worksheet (ESW) is one method to improve student interest in science learning while introducing them to the local culture. However, no research was reported the effects of ESW on students' responses and the factors that influence ESW implementation in science learning. In order to better understand how students learn through ESW, this study investigated the relationship between ethnoscience context, science learning, and the implementation of students' worksheets. Seventy-two students participated in the survey after they studied ethnoscience learning through ESW. Students' responses are more influenced by science learning. In addition, the ethnoscience-integrated students' worksheets (SW) variable indirectly affects students' responses. Additionally, ESW affects students' responses more significantly than science learning and ethnoscience. This research provides insightful implications for educators on planning, designing, and practicing ESW to enhance students' problem-solving motivation and academic achievement. Furthermore, to contribute significantly to future researchers, further research employed the structural equation model through covariance analysis, also known as confirmatory factor analysis (CFA).

Computer quiz games are introduced to improve teaching and learning in a freshman engineering chemistry course in an English-as-a-second-language (ESL) environment. These quiz games are developed and implemented as supplemental and augmentative tools to enhance traditionally delivered lectures. The paper shows an increase in students' motivation and compares the performance among students who participated in computer quiz games, a paper-based quiz, or neither activity. An assessment of the effectiveness of quiz games in learning is conducted via a proposed novel chemistry achievement test, the Freshman Engineering Chemistry Aptitude Test, and an attitude questionnaire. The findings contribute to our understanding of the role of game-based learning in students' achievement in chemistry and their motivation and attitudes toward learning general chemistry at a university within an ESL environment, while the computer games developed are useful in all English-based chemistry classes.

The goals of the study were as follows: i) to design an active science learning activity on stoichiometry for grade 10 students, ii) to evaluate the academic achievement of grade 10 students after receiving an active science learning activity on stoichiometry, and iii) to investigate the perspectives of grade 10 students regarding an active science learning activity on stoichiometry. The research utilized a sample group consisting of 41 students who were enrolled in the tenth grade during the second semester of the academic year 2022. The research tools provided participants with active science learning lessons. A test of the kids' academic prowess as well as their thoughts on the use of hands-on scientific learning activities will be administered. The mean, the standard deviation, and a one-sample t-test were the types of statistics that were utilized in the investigation. The following is an outline of what the research found: i) the appropriateness of the active science learning activities was judged to be the highest level, ii) the academic achievement of grade 10 students after receiving the active science learning activities on stoichiometry had an average score that was higher than the criteria of 70% with a statistical significance at the .05 level; and iii) the opinions of students on the implementation of active science learning activities on stoichiometry were in the agree level.

This paper presents an analysis of the use of multimedia and hands-on models on university students' understanding of stereochemistry. The relationship between students' scientific reasoning skills and their understanding of stereochemistry was also determined. Two groups of second-year chemistry students from the State University of Malang taking organic chemistry for the 2020/21 academic year participated in this study. One group of students experienced stereochemistry teaching using multimedia models and the other hands-on models as the learning medium. Lawson's Classroom Test of Scientific Reasoning and Short-Answer Stereochemistry Test were applied. The former was deployed to measure students' scientific reasoning skills, while the latter was used to test their understanding of stereochemistry. The results revealed that the students' scientific reasoning skills were significantly below the expected standard, falling in the low category. Students with high scientific reasoning skills exhibited a better understanding of stereochemistry than those with low levels. Both multimedia and hands-on models revealed an equal contribution towards students' understanding of stereochemistry. Also, it suggests that multimedia models tend to favour students with high scientific reasoning skills, while hands-on models favour those with low skills.

The switch to online learning required a creative solution to allow for the experiential learning outcomes of the program to be satisfied when access to physical spaces and equipment was restricted. This paper describes a collaborative process between technical and support staff as well as research and teaching faculty that led to the creation of meaningful experiential learning opportunities for over one thousand stakeholders. The implemented solutions included the development of hardware and software, the creation of documentation and training procedures for teaching assistants and designing a support system for the students. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

The scope of this preliminary study revolves around investigating the effectiveness of experiential learning in upper-year science laboratory courses in a post-pandemic era. In this study we have explored two key questions: 1. Can experiential learning facilitate independent inquiry in an upper-year undergraduate laboratory in a post-pandemic era? 2. Do incoming students feel prepared to carry out an in-person, hands-on, upper-year undergraduate laboratory experiments in a post-pandemic era? By exploring these questions through student reflections and perceptions in an advanced analytical chemistry inquiry-based laboratory course, we hope to acknowledge the impact the pandemic has had on first- and second-year foundational labs, and on the preparation of students for upper-year undergraduate labs. The shift towards virtual learning during the COVID-19 pandemic may have heavily impacted the development of core wet laboratory skills and thus made it challenging for students to build their confidence and skillset and attain success when challenged at a higher level. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

It has been shown that active learning strategies are effective in teaching complex STEM concepts. In this study, we developed and implemented a laboratory experiment for teaching the concepts of Boolean logic gates, molecular beacon probes, molecular computing, DNA logic gates, microRNA, and molecular diagnosis of hepatocellular carcinoma, which are related to DNA molecular computing, an interdisciplinary cutting-edge research technology in biochemistry, synthetic biology, computer science, and medicine. The laboratory experience takes about110-140 min and consists of a multiple-choice pretest (15 min), introductory lecture (20 min), wet laboratory experiment (60-90min), and a post-test (15 min). Students are tasked to experimentally construct three molecular logic circuits made of DNA oligonucleotides and use them for the fluorescence-based detection of microRNA markers related to diagnostics of hepatocellular carcinoma. The class was taught to undergraduate students from freshman to senior academic levels majoring in chemistry, biochemistry, biotechnology, and biomedical sciences. Students were engaged during the session and motivated to learn more about the research technology. A comparison of students' scores on the pretest and post-test demonstrated improvement in knowledge of the concepts taught. Visual observation of the fluorescence readout led to a straightforward interpretation of the results. The laboratory experiment is portable; it uses inexpensive nontoxic reagents and thus can be employed outside a laboratory room for outreach and science popularization purposes.

A laboratory experiment was developed for the continuous flow preparation of an aminal derived from the condensation of furfural with morpholine. The experiment introduces the students to concepts of green chemistry, heterogeneous catalysis, and continuous flow. A cheap and easy setup allows the heterogeneous catalyst reactor to be built in class. The use of furfural reinforces the importance of green chemistry by using one of the key synthons obtained from biomass.

Owing to the critical role of stereochemistry in biotechnology, medicine, and industry, it must be well represented in undergraduate lab curricula. To achieve these stereochemical laboratory requirements without sacrificing existing lab techniques, we modified two standard laboratory experiments to include chiral GC analysis as follows. (1) The extraction of carvone from spearmint leaves and caraway seeds via steam-distillation or other extraction methods is widely used in laboratories for analyzing the stereochemistry of the extracted products. The experiment was modified to include a GC method using a [beta]-DEX 225 column. This allowed the students to compare the retention times of the spearmint and caraway extracts with those in a racemic mixture and predict their stereochemical configurations (R or S). (2) The reduction of aldehydes and ketones is another common experiment performed at most institutions. Reduction of acetophenone using sodium borohydride produces a racemic mixture that is observed in the form of two retention times on the chromatogram. Alternatively, reduction using either enantiomer of commercially available Corey-Bakshi-Shibata (CBS) catalysts provides alcohols with higher enantiopurity. Using the GC data, students determined the dominant alcohol enantiomer produced by comparing the retention times of the product enantiomers with that of commercially available enantiopure alcohols. They also used chromatographic data to calculate the enantiomeric excess from their reactions. The experiments also teach students other essential methods, such as inert-atmosphere techniques, thin-layer chromatography, multivendor software analysis, and determining the effects of reaction conditions on product yield and stereochemistry.

Training in chemistry is essential for undergraduate medical students; however, at the National University of Colombia, basic chemistry courses are associated with high fail rates and low academic performance with regard to first semester students, especially in vulnerable special admission populations. A longitudinal study was carried out via program evaluation methodology using quantitative and qualitative techniques to assess an innovative pedagogical strategy founded on context-based learning and different didactic and evaluative strategies employing information and communication technologies (ICT), which was tested on students of medicine by an interdisciplinary team of teachers in a new course. With the pedagogical strategy, a statistically significant improvement was observed in the academic performance of the students, with an increase in the mean grades that went from 3.61/5.00 to 3.95/5.00, a decrease of the fail rate from 15.50% to 3.48%, and the development of useful chemistry knowledge for the students during their training and for their professional lives. Furthermore, the study became an opportunity for collaborative learning among colleagues, favoring ongoing training of teaching staff and pedagogical innovation in professional learning communities.

Students' readiness to learn politics is an important thing to consider nowadays. By encouraging positive emotions and good intrinsic learning motivation, students can prepare themselves well to learn this discipline. This study examines how self-regulated learning, competence, autonomy, relatedness, positive emotion, and intrinsic learning motivation affect political learning preparation in students. Additionally, information literacy is explored as a moderating variable on the association between positive emotion and political learning readiness, as well as intrinsic learning motivation and political learning readiness. Data were collected from 422 university politics students. Researchers first utilized SPSS to see the distribution of good data, then the SEM model and SmartPLS version 4. The study found no correlation between autonomy and intrinsic learning readiness. Other hypotheses in this study were tested and shown to be beneficial. Testing the interaction model shows that information literacy boosts positive emotions and learning motivation on political learning readiness.

Understanding why teachers teach the way they do is important especially in a time of curriculum reforms. Hence, the aim of this research is to unpack the secondary school physical science teachers' beliefs on the purposes and goals of science teaching (PGST) and to check the alignment of their beliefs on PGST with constructivism. A convergent parallel mixed method design was employed. Scale and checklist were used to collect data on the teachers' beliefs. Thematic analysis of semi-structured interviews was used to explore the teachers' implementation of the science curriculum. Results revealed that while teachers agree with the basic tenet of constructivism, their beliefs on the PGST were traditional. Difficulties of implementing their constructivist ideas on teaching and learning reinforced the cultural myths. Length of teaching experience and actual classroom teaching hours were seen as significant factors in the development of beliefs, whereas familiarity of curriculum intentions correlate negatively with the development of constructivist beliefs.

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

Virtual laboratories are transformative tools in science education, yet comprehensive reviews of their prospects are limited. This study addresses this gap through a bibliometric analysis of 218 articles published between 2013 and 2023. Key findings included: (1) research has evolved from initial exploration to rapid expansion; (2) virtual labs have demonstrated adaptability across various scientific disciplines, including chemistry, physics, biology, engineering, and medicine; (3) five research trajectories focus on virtual labs, science education, and computer-based learning; and (4) eight research topics, such as comparisons with physical labs and student performance, have gained prominence. These findings had implications for educational practices, research methodologies, and policy considerations. For educational practices, virtual laboratories offer benefits by removing the need for physical resources, providing flexible delivery, enabling safe exploration, fostering engagement through hands-on experimentation, and enhancing understanding with immersive experiences. For research, virtual labs improve learning and analytical skills, generate detailed data on student behaviors and learning patterns, and lead to innovations in teaching methods and curriculum design. For policymakers, strategic planning is needed to create supportive policies for the effective adoption of virtual labs, including teacher training, infrastructure development, and curriculum integration, making science education more accessible and equitable for all students.

The ability to design effective technology-enhanced learning (TEL) experiences is a critical skill for university teachers. However, challenges endure on how best to develop university teachers in research-intensive universities to design TEL experiences that meet student, professional, and employer expectations. Having a greater insight of the varying ways students use educational technology in their learning benefits university teachers' TEL design skills. To develop this insight, a qualitative case study comprising differentiated interview strategy was conducted to explore students' use of educational technology for their university learning. This research drew on phenomenographic and sociocultural theoretical perspectives and analysis techniques to investigate university students' experiences of educational technology use. The analysis of the research data collected found a variance in the way students used educational technology for their university learning with three distinct dispositions identified. This study identified that students' varied dispositions influenced their educational technology use and were mediated by the task and social contexts of their learning. These findings aim to support university teachers further develop their TEL experience design skills.

An experimental science curriculum for primary school was introduced in Croatia for the 1st time in the 2023/24 school year. This is taking place against the backdrop of a shortage of teachers from various science subjects, especially physics. They are increasingly being replaced by non-professional teachers, often those with a Master of Primary Education, which gives access to the profession of primary junior grade teacher. In this study, the subject matter knowledge (SMK) in science of 44 pre-service teachers aiming for the above-mentioned degree is examined using the SMK test. The test contains 40 trends in international mathematics and science study (TIMSS) items from the 4th-grade science content domain Physical Science and allowed us to compare the achievement of our respondents with the achievement of pupils who participated in the TIMSS assessments. The results show that the percentage correctness of the pre-service teachers on the SMK test was statistically significantly higher than that of the 4th-grade pupils. However, the correlation coefficients showed that the pre-service teachers had greater difficulties with the items with which the pupils had greater difficulties, and vice versa. This applies in particular to the items on forces and motion and to the items from the cognitive domain of reasoning. The reason for the unsatisfactory science SMK of our respondents could be the incompatibility of the university science curriculum with the demands placed on pupils in the relevant school subjects and international science assessments such as TIMSS. The results of this study confirm and extend the contribution of existing research and should serve as a basis for subsequent research as well as for the design of a further course of science education reform in Croatia and in the countries of the region.

This study focused on developing physics test instruments for senior high school students on the topics of temperature and heat. The study aimed to determine (i) the quality of the test instrument content, (ii) the feasibility of the test instrument, and (iii) students' graphic representation abilities on "Temperature and Heat" topics. The test instrument development went through three stages, namely test design, testing, and test assembly. The test instrument was tested in the Science Class XII of the Public Senior High School 5 Yogyakarta with a total of 195 students as research subjects. The item analyzes in this study included analysis of model validity, reliability, level of difficulty, and level of students' ability. The research results showed that the test instrument for the graphical representation of "Temperature and Heat" topics had good content quality but still needed to be improved. The feasibility of the graphic representation test instrument showed that there were seven items that were declared valid and reliable even though the items tested did not conform to the "Rasch" model. However, these seven items were still suitable for use on a wide scale to measure graphical representations of "Temperature and Heat" topics. Finally, in the analysis of students' abilities regarding graphical representation individually, the largest percentage was in the low category, while, overall, the students' abilities level was classified as medium. Thus, it was necessary to improve question items that involve graphical representation that meet the criteria for good, valid, and reliable question items, and can improve students' graphic representation abilities.

Brightpoint's HyFlex Pilot Program was a year-long project funded by the Online Virginia Network (OVN) to support faculty in the design and delivery of an actual HyFlex course. The cohort consisted of faculty who teach in the biology, architecture, early childhood, and web design disciplines. Participants worked in collaboration with one another and the Center for Teaching and Learning. In the following essay, members of the 2021-22 pilot cohort will reflect on their experiences learning and implementing a HyFlex approach in their courses. Each author will share challenges and successes as well as conclusions with implications for practice by colleagues statewide.

This study aims to develop a science, environment, technology, and society (SETS)-based learning module to enhance critical thinking skills among elementary school students. Employing a research and development (R&D) approach adapting the Borg and Gall model, this module is designed to enrich the learning process of natural and social sciences (IPAS). The research sample involved elementary school students from selected schools, utilizing quantitative methods to measure the module's effectiveness. Validation results showed high scores in content, media, language, and pedagogy, indicating a highly valid module. Practicality tests revealed high practicality from both learners' and educators' perspectives, with average scores above 90. The findings indicate a significant increase in students' critical thinking abilities post-module learning, as measured by pre-test and post-test instruments. Implications of these findings suggest that integrating SETS concepts into IPAS learning can be an effective strategy in enhancing elementary students' critical thinking skills. These findings also offer insights for educational practitioners in designing more interactive and environmentally relevant learning materials.

Astronomy education is essential for STEM education in primary schools, and integrating engineering design-based science education enhances student engagement and achievement in the field of space science. Integrating engineering design into science education is essential for students to excel in astronomy and to meet the requirements of contemporary society. This study investigated the effect of engineering design-based instruction (EDBI) on the understanding of astronomy concepts among sixth-grade students. The study included a cohort of 37 sixth-grade students from a public school. It was carried out using a one-group pre-test, post-test experimental design. All participants received EDBI that was based on the objectives of the 6th grade "Solar System and Eclipses" unit. Statistical analyses were employed to ascertain the effect of astronomy instruction based on engineering design on students' comprehension of astronomy concepts. The results indicated a significant difference in the average scores of students' understanding of astronomical concepts before and after being taught using EDBI.

The term nature deficit disorder describes the "human costs of alienation from nature" (Louv, 2019). While not meant to be a medical diagnosis, Louv argues that the condition has, "profound implications, not only for the health of future generations but for the health of the earth itself" (Louv, 2008). Children most at risk are those who live or go to school in an urban setting, as well as students diagnosed with Emotional and Behavioral Disorders (EBD). Students diagnosed with EBD are often kept indoors as their teachers and caretakers are frequently trained in the indoor use only of behavior management techniques (Riden et al., 2022). This means that during professional development training, any that pertain to behavior management techniques, procedure, or protocol are routinely taught inside of a classroom, conference room, or recently home office, using an indoor scenario (classroom, auditorium, cafeteria, etc.) as an example of when and how to use these behavior management tools. Outdoor professional development, equipping students with natural tools that can help improve not only their physical but also their mental health, as well as connecting students with nature in a way that teaches them to advocate for the health of the earth, thus becoming citizen stewards are all themes that are part of the massive, currently dysfunctional system that is outdoor education in schools. This study shows that when students are encouraged to interact with nature on their own terms on-task behaviors and motivation increase. Students also retained lesson information and asked follow-up questions after the lesson when taught outside using hands-on activities.

Virtual simulations are a very useful educational resource to improve the teaching of chemistry. Their use makes it possible to facilitate the comprehension of concepts, promotes the development of scientific competences and even improves student attitudes toward chemistry. However, it is important to point out that a simulation by itself is not enough to improve student learning. Methodological design is a crucial aspect in order for its classroom use to be significant. Simulations must form part of an instructional sequence that promotes said learning, and thus the role of the instructor is key. This work conducts a systematic review with the aim of analyzing how to apply the use of simulations in the teaching of chemistry in secondary schools, delving deeper into the way in which simulations are used from a methodological perspective, in order to improve the learning processes and results. In this sense, it was found that there is an improvement in learning on both the level of content comprehension and in scientific competences. Guided research is also identified as the most effective methodology for the application of simulations in the classroom. With a look to the future, it is suggested that there is a need to conduct research on the continued use of simulations in the classroom, as well as their characteristics and the instructional methods used.

The primary purpose of education is preparation for life. But what kind of life, and life for whom? Within the social studies, emphasis has long been placed on preparation for civic life in diverse and democratic societies within an interconnected world. This remains essential. There is an ongoing need for people who are willing and able to address the challenges of society, including structural problems such as racism, classism, and patriarchy. However, in addition to continuing threats to the quality of "human" life, growing concerns have also arisen regarding the quality, indeed the survival, of "all" life on the planet. One of the most urgent challenges of today is the decline of the environment upon which all life depends. This paper examines the implications of the environmental crisis for the social studies. First, I explore the deep interconnectivity that exists between humans and the nonhuman world and, by extension, between our social and environmental challenges. Next, I consider the implications of these connections for a socioenvironmental approach to social studies education. In addition to practical curricular and instructional factors, I argue that we must promote the development of a "critical ecological perspective" through which to interpret the fundamental relationships between humans and the world.

The study determined the extent of the special science curriculum implementation in public secondary schools in the Division of Rizal for the school year 2022-2023. This research employed a descriptive survey design to determine the assessment of the teachers and school heads on the program's implementation. The findings revealed a commendable adherence to guidelines in admission and retention processes, garnering high ratings from respondents. However, the lower rating for student transfers from regular to SSC classes signals a need for enhancement. Regarding Curriculum and Instruction, there is a solid commitment to critical thinking and 21st-century skills; however, a lower rating for scientific research suggests a targeted need for improvement. For Learning Resources and Facilities, concerns arise regarding the science laboratory's functionality and the library's overall state. Regarding Faculty Development, the mean is lower for providing opportunities for training and seminars on research and advanced subjects, suggesting a need for improvement. There is no significant difference between the perceptions of the two groups of respondents regarding the extent of implementation of the Special Science Curriculum in terms of the different aspects. In general, teachers and school heads perceive the overall implementation of the Special Science Curriculum as a High Extent.

One of the points of science learning is to extend students' competence, counting problem-solving and analytical thinking. Conditions within the field appear that most students encounter trouble in fathoming relevant issues including the application of science concepts in real-world circumstances. This condition appears the require for compelling learning models and approaches to overcome the holes. This condition is additionally the premise for creating a problem-based learning (PBL) show based on Science Education for Sustainable Development (SESD). Research questions were investigated using a quasi-experimental pre-test/post-test design. This design is used to compare the learning outcomes achieved in the treatment class with those of the control class. The subjects of this study consisted of the students of class VIII of SMP Negeri X Ponorogo. Meanwhile, students of VIII class F, which is the experimental class, and students of class VIII D, which is the control class, were used as the research sample. From the t-test using independent sample test it is known that he use of PBL model and SESD approach has no significant impact on students' problem-solving skills but there is a significant impact on students' analytical thinking skills. From the MANOVA test we know that the overall significance values of Pillai's Trasce, Wilks' Lambda, Hotelling's Trace and Roy's Maximum Root are 0,000 < 0,05, so the use of PBL model and SESD approach has a significant impact on the 8th grade student's ability both to solve contextual problems and analytical thinking on the subject of food and digestive system.

In both private and public education, several institutions may use game-based explanations. However, it does not rule out the possibility that most educational institutions use text-based explanations, which makes students tend to get bored because they only have to read and listen, so another alternative is needed: game-based explanations that can stimulate students' enthusiasm. Students improve their rational thinking abilities by adding a socio-scientific approach to reduce student misunderstandings. The method used in this research is a quantitative approach with a quasi-experimental design type of research. Hence, the research uses control and experimental classes for evaluation. The sample used was 29 students for the control class and 27 students for the experimental class. Based on the results obtained on rational thinking, the effect of conventions on rational thinking is 0.19, so there is no significant difference, and the post-test is 0.38, so there is a significant difference. In contrast, the effect obtained on the misunderstanding effect of conventions is 0.03. There is also no significant difference, but based on the average results of the experimental class, it is relatively superior to the control because the average of the experimental class is 83 and of the control class is 66, so game-based explanations are quite more influential than text-based explanations. This study offers insights into integrating multiple teaching methods to improve students' rational thinking skills, reduce misunderstandings, and make science learning more engaging.

This qualitative case study examined 11 teaching assistants' (TAs) awareness of the need to infuse culturally responsive pedagogy into undergraduate level courses. The TAs represented the fields of political science, history, English, psychology, world languages, and kinesiology at one public university. One-on-one interviews were conducted, audio-recorded, transcribed, and analyzed utilizing six phase thematic analysis. Interactive analysis and coding provided a system to examine the data, generate initial codes, and subsequently review, define, and report on the themes that emerged. Results suggest the TAs interviewed had not been adequately prepared to infuse culturally responsive pedagogy (CRP) with instruction.

Student response systems (SRSs) increase the engagement of students by supporting them to participate in the course and thus contribute to their academic achievement. However, in most of the experimental studies in which the effects of SRSs were investigated, details on how to integrate SRSs into the course were not provided. This study aimed to investigate the effect of using SRSs in different parts of live online classes on students' academic achievement, engagement, cognitive loads, and views about the SRSs. This study was conducted in a mixed-method research design and 80 undergraduate students who took the Research Methods course constituted the study group. Two experimental groups were randomly assigned. In the first experimental group, SRS was used at the end of the course as an assessment of the current week. In the second experimental group, SRS was used at the beginning of the course as an assessment of the previous week. The experiment lasted seven weeks. The academic achievement test, live online classes engagement scale, and cognitive load scale were used as data collection tools. The study findings show that the first experimental group has significantly higher academic achievement than the second experimental group. On the other hand, the integration approaches of the SRS did not affect significantly the engagement and cognitive load of the experimental groups. Qualitative findings indicate that the integration approaches of SRS have different contributions. The views of the two experimental groups regarding the advantages of the integration approaches of SRS are different.

The intricacy of real-world challenges in project-based geoscience learning is complex to assess with a STEM approach; hence, research into an effective model is necessary to address current issues in education. Understanding the role of STEM in resolving challenging real-world issues requires integrating STEM literacy that is appropriate for geoscience education. This study examines the effectiveness of the Project-Based Geoscience Learning (PJBGL) model in enhancing STEM literacy. By integrating project-based learning with geoscience, the aim is to create an interactive and immersive learning environment. The study seeks to contribute to knowledge about the effectiveness of this model compared to the conventional model. The aim was to evaluate the PJBGL model's impact on students' literacy, particularly in the geosciences. The study utilized a pretest-posttest control group design with 33 students, 19 in the experimental group and 14 in the control group, collecting STEM literacy data using a test instrument and analyzing the data with the Mann-Whitney test. Effect Size calculation using Cohen's d and increased STEM literacy was tested with the N-Gain formula. The research results show that the PJBGL model is more effective in increasing STEM literacy in geoscience learning than the conventional learning model. This finding holds implications for educators and curriculum developers seeking innovative strategies to cultivate students' STEM literacy

An important educational goal is enabling students to learn scientific concepts. The scientific concepts learned in class are developed within students' cognitive structures. Despite the successful application of Semantic Network Analysis (SNA) to study these cognitive structures, there has been limited examination of students' concept networks based on their individual characteristics. Therefore, this study aims to evaluate the differences in students' characteristics based on their cognitive levels, which influence their thinking and behavior. To analyze these differences, this study compares concept and connected concept networks, focusing on photosynthesis, a challenging life sciences topic. The study's results indicate that students could not clearly distinguish concepts by subtopic, but there were changes in the concept network after class. Although the types and number of concepts students knew were similar depending on their cognitive level, the concept network structure differed. Additionally, some students could not distinguish between similar concepts. Thus, teachers are advised to differentiate between similar concepts during instruction and address personal variables such as students' cognitive levels.

Purpose: To align with the artificial intelligence and robotics (AIR) research and policy agenda, this paper puts forth an adapted five big ideas framework specifically tailored to teaching young children about artificial intelligence (AI) via robotics. Design/Approach/Methods: Grounded in early childhood education research, the proposed framework emphasizes the use of robotics and play-based learning to make AI accessible and encourage engagement among young children who have not started formal schooling. Findings: We comparatively analyze the commonalities and differences in AI big ideas between the original K-12 framework and the redeveloped early childhood education framework. To pique children's interest, key concepts are presented through interactions with robotics and robot role-play. This paper also provides recommendations for age-appropriate topics, storytelling, and play-based teaching methods. Originality/Value: This framework aims to equip researchers and educators with strategies for successfully integrating introductory AI education into early childhood classrooms. Teaching AI in a developmentally responsive manner can help nurture young children's curiosity toward and understanding of an increasingly AI-driven world.

In light of the proven benefits of high-quality afterschool STEM programming for teens, the author worked with colleagues at University of Maryland Extension to institute the Pollinator Ambassador program. The program was launched through a county-based 4-H program at a partner site in a community outside Washington, DC. Following the 4-H Thriving Model and other research-based best practices, the program introduced participants to the vital importance of bees and other pollinators through hands-on activities. Its success in engaging participants and building their awareness of science careers can make it a model for other STEM-based youth development programs.

One of the skills needed in the 21st century is critical thinking skills that need to be developed for secondary school students. Currently, upper-secondary students' critical thinking skills are still low. To overcome the problem, websitebased E-module learning media was developed using a STEM approach with a Problem-Based Contextual Learning model with virtual experiments using PhET. The aim of developing this website-based E-Module media is to improve students' thinking skills on thermochemistry learning materials. The development model is 4-D. Data collection in this study was gained from three schools representing schools in the high, medium, and low categories in Surakarta, Indonesia. In this research,216 students were involved as the subjects at the development module implementation stage. The results of expert validation of the material, language, and media modules are suitable for use with a score of 90.03% categorized as very good. In the feasibility test, the score was 87.98% categorized as very good. The score for critical thinking skills was 79.18% in the critical category. N-Gain score was 0.70 categorized as high criteria. The result of the independent sample t-test sig 0.023, Critical thinking skills were conducted using E-Module. The results are higher than conventional media and effective in improving students' critical thinking skills.

The significance of environmental education has become more evident, driven by global concerns surrounding climate change. In Vietnam, a country facing significant environmental challenges, developing environmental knowledge of elementary school teachers is crucial. This study aimed to validate a questionnaire for assessing professional knowledge of elementary school teachers in teaching environmental issues, originally designed in the Korean context. Recognizing the need for adaptation to the Vietnamese educational system, language, and local environmental issues, the initial 39-item questionnaire underwent a validation process. A total of 86 elementary school teachers participated in the construct validity and reliability, while eight qualified professionals evaluated the content validity. The results indicated that content validity indices for each item ranged from 0.88 to 1.00, and a scale-content validity index was 0.90. Exploratory factor analysis confirmed construct validity, organizing the 27 items into seven dimensions. The Cronbach's [alpha] coefficient was 0.86, which confirmed the questionnaire demonstrated a high level of reliability. Therefore, it is a reliable instrument for assessing elementary school teachers' professional knowledge in teaching environmental issues, which is relevant in the Vietnamese context. The validated instrument supports the development of professional development programs and contributes to the broader goal of enhancing environmental education in Vietnam.

Prior to the COVID-19 pandemic, occupational therapy students at one university received all orthosis fabrication education through an in-person laboratory-based environment supported by clinicians and instructional videos. Due to the pandemic restrictions, orthosis fabrication labs for occupational therapy students were transitioned to a hybrid in-person and at-home supported lab. Presently, there is no research investigating how a hybrid in-person orthosis lab and at-home orthosis fabrication experience impacts the professional practice skill development of occupational therapy students entering the workforce. This research examined the learning outcomes of participation in a hybrid orthosis fabrication experience consisting of one in-person laboratory-based experience and one at-home supported experience (instructional videos, written instructions, without instructor supervision). The research also explored the implications of this hybrid learning experience for future curriculum development. This qualitative study included two components: (1) Interviews with six occupational therapy graduates; (2) 26 student reflections following the hybrid learning experience. The results of this study highlighted three overarching themes: orthosis skill development; transferable skills development; future considerations for implementing a hybrid learning method. A hybrid learning approach provided unique opportunities for the scaling of independence and productive struggle to develop student competence in orthosis fabrication. This research provided insights for occupational therapy curriculum developers to modify educational approaches and effectively support students as they develop into competent occupational therapists.

Geology is a subject of low interest for many pupils and teachers. The present study aims at examining the organizational conditions for geology education using the model of the Czech Republic and Slovakia, drawing from the national curricula. The study discusses the possible reasons for the unpopularity of the field worldwide and proposes general recommendations that would contribute to increasing interest in geoscience. The main drawbacks of geology education seem to be the large volume of required knowledge, its thematic structure, and a lack of links to real life. The Czech curriculum is vaguely and theoretically defined, placing demand on pupils, especially in the area of memorizing given information and practically pays no attention to recommended teaching methods. In contrast, the Slovak curriculum better reflects current trends. In general, it is necessary to implement continuous educational support for geology teachers and restructure the geology syllabus so that individual sub-fields are interlinked. Moreover, the learning outcome definition should include action-based education, fieldwork, experimenting, and similar elements.