International Journal of Education in Mathematics, Science and Technology
The International Journal of Education in Mathematics, Science and Technology (IJEMST) is a peer-reviewed scholarly online journal published six times a year. IJEMST is a non-profit journal, and publication is completely free of charge. IJEMST welcomes original and unpublished manuscripts in the fields of mathematics education, science education, and educational technology. The journal publishes a wide range of scholarly contributions, including original theoretical studies, literature reviews, empirical research reports, review articles, book reviews, and studies addressing social, psychological, curricular, and learning environment–related issues within an educational context. All manuscripts submitted to IJEMST must be original, unpublished, and not under consideration for publication elsewhere at the time of submission. The journal adheres to international standards of publication ethics and follows the guidelines of the Committee on Publication Ethics (COPE). Authors are expected to ensure the originality of their work, avoid plagiarism, and disclose any potential conflicts of interest. Editors and reviewers devote substantial time and effort to the evaluation of submissions. Accordingly, manuscripts may not be withdrawn without the approval of the Editorial Office at any stage of the publication process, including peer review, revision, production after acceptance, or post-publication. All submissions undergo an initial editorial screening, which is typically completed within two weeks. Manuscripts that pass this stage are subsequently evaluated through a double-blind peer-review process, which generally takes approximately six months. Each manuscript submitted for consideration in a regular or special issue is reviewed by at least two independent international reviewers with expertise in the relevant subject area. Authors are responsible for ensuring that the final accepted version of their manuscript is thoroughly proofread for language quality and fully complies with APA style guidelines. Manuscripts that fail to meet language and/or APA style standards at any stage of the review or publication process will be rejected. The corresponding author must use an institutional email address. Submissions or requests submitted using generic or non-institutional email addresses (e.g., @gmail.com, @yahoo.com, @hotmail.com) will not be processed, as such addresses do not allow for unambiguous identification of the author. Use of the journal template is not mandatory at the submission stage. The template may be used after a manuscript has been accepted for publication.
Articles may be used for research, teaching, and private study purposes. Authors alone are responsible for the contents of their articles. The journal owns the copyright of the articles. The publisher shall not be liable for any loss, actions, claims, proceedings, demand, or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of the research material. The author(s) of a manuscript agree that if the manuscript is accepted for publication in the journal, the published article will be copyrighted using a Creative Commons “Attribution 4.0 International” license. This license allows others to freely copy, distribute, and display the copyrighted work, and derivative works based upon it, under certain specified conditions. Authors are responsible for obtaining written permission to include any images or artwork for which they do not hold copyright in their articles, or to adapt any such images or artwork for inclusion in their articles. The copyright holder must be made explicitly aware that the image(s) or artwork will be made freely available online as part of the article under a Creative Commons “Attribution 4.0 International” license. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Examining the Relationships between Smartphone Addiction and Psychological Resilience in Adolescents
The aim of this study is to examine the relational relationship between adolescent psychological resilience and smartphone addiction in terms of certain variables. The research was designed within the framework of a quantitative research approach and conducted using a correlational survey model. Research data were collected from 267 students studying in two different provinces in Turkey in 2025. The Short Psychological Resilience Scale and the Smartphone Addiction Scale were used as data collection tools in the research. Descriptive analyses, Independent Samples t-Test, and One-Way ANOVA were used in the analysis of the data. The findings showed that adolescents' psychological resilience levels were above average, while their smartphone addiction was relatively high; that boys had higher psychological resilience than girls, but that addiction levels did not differ significantly according to gender. In addition, it was determined that smartphone addiction decreased as the grade level increased, and that psychological resilience negatively and significantly predicted smartphone addiction, explaining 7.8% of the variance in addiction. It is recommended that psychoeducational content aimed at strengthening psychological resilience be systematically integrated into guidance services. It is also recommended to collect data from multiple sources and include contextual variables in the model.
Copyright (c) 2026 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
Tech Level-Ups: Technology-Based Micro-Credential Program as a Novel Approach to K-12 Professional Development
While professional development (PD) is an important part of teachers’ professional growth, current PD formats are often perceived as irrelevant or too brief to significantly impact teaching practices. This mixed-methods action-research study evaluated a four-session, beginner-level fabrication-technology micro-credential (MC) program delivered to 102 distinct teachers across four cohorts. Descriptive statistics were utilized to summarize teacher demographics and self-reported comfort with fabrication technologies. Kruskal–Wallis tests were applied to compare post-session ratings of pacing, relevance, facilitator quality, and overall satisfaction across cohorts. Open-ended comments were thematically coded to capture perceived utility and classroom transfer. Participants included teachers from elementary (41.9%), middle (27.5%), and high school (20.6%) grades, with the remainder teaching multiple grades. The median comfort level with fabrication tools increased from "beginner" to "intermediate" over the sessions, while satisfaction levels remained consistently high. Differences in overall satisfaction among the cohorts were not statistically significant, H = 3.29, p = .35. Qualitative themes emphasized the importance of hands-on training, iterative practice windows between meetings, and facilitator feedback loops. The findings support the MC design principles of self-direction, job embedding, and competency-based assessment as effective solutions to common PD challenges. Implications include actionable steps for other MC programs and districts to support teachers.
Copyright (c) 2025 International Journal of Education in Mathematics, Science and Technology https://creativecommons.org/licenses/by-nc-sa/4.0
Project-Based, Experiential, and Integrated Learning in STEM Education: A Global Perspective
As we continue to navigate the complexities of the twenty-first century, STEM education trends provide a road map for developing a generation of learners who are prepared to face tomorrow's challenges with creativity, critical thinking, and a thorough understanding of the interconnectedness of their world. The collection of papers in this special issue examines the dynamics of STEM education from a global perspective. Papers range from early childhood education to higher education. This editor’s essay provides an overview of each of the 19 articles and their contributions to the expanding research on STEM education. Included is a mix of empirically focused action research studies, literature reviews, and meta-analyses conducted by researchers and researcher-practitioners from Serbia, Philippines, United States, Indonesia, and Turkey. Five main themes emerge: (1) Computational thinking in STEM education, (2) Embracing mathematics in STEM education, (3) Knowledge, competence, and support structures in the STEM setting, (4) STEM Integration: Integrated learning, Equity, accessibility and inclusion, and (5) Assessment, identity and diverse learners in the STEM.
A Gamified Curriculum’s Effect on Physics Identity in Urban High School Students
A positive physics identity is crucial for women and minorities who are underrepresented in the field of physics. Pedagogical methods that focus heavily on math rather than concepts present a deterrent to many students in physics courses. This research aimed to determine how a ‘gamified’ physics curriculum with immediate feedback affects students' perception of their ability to master physics as a discipline. Furthermore, the study aimed to investigate how an online algebra-based physics curriculum, which provides students with multiple levels of mastery in an interactive and responsive format, affects students' physics identity and academic achievement. Survey data were analyzed via ANOVA and/or discriminant analysis to determine shifts in participants’ attitudes about physics as the school year progressed. While the students’ self-assessed physics ability improved in the classroom, their assessment of their ability to do physics on a professional level decreased. This coincided with a decline in their interest in physics. In addition, the students did not prefer one content delivery method over another. These data suggest that even as students' perceived ability in physics increased, the improvement in ability was confined to their current class.
Examining the Digital Literacy and Artificial Intelligence Attitudes of University Students Studying Arts
This research aimed to investigate the relationship between the digital literacy levels of university students enrolled in art education and their attitudes towards Artificial Intelligence (AI) technologies. The study utilized a relational survey model and was conducted with a total of 229 students studying in fine arts, music, visual arts education, and conservatory departments across Turkey. Data were gathered using the “Digital Literacy Scale” (Hamutoğlu et al., 2017) and the “General Attitude towards Artificial Intelligence Scale” (Schepman & Rodway, 2020). The findings indicate that students demonstrate high levels of digital literacy, high levels of positive AI attitudes, and moderate levels of negative attitudes toward AI. A statistically significant difference in digital literacy was found based on gender, favoring male students, but no difference was observed in AI attitudes. Regarding class level, senior students exhibited higher digital literacy levels, while negative AI attitudes increased in the final years. Furthermore, a positive and significant correlation was established between digital literacy and positive AI attitudes. The results suggest that art education students are effectively using technology in their creative processes but maintain a cautious approach regarding the artistic originality and ethical dimensions related to AI. In line with the findings, it is recommended that art education programs develop courses that integrate digital literacy and AI awareness.
Examining a Science Teacher’s Pedagogical Content Knowledge: Interactions among Components through an Alternative Mapping Approach
This study investigates the interaction of a science teacher’s pedagogical content knowledge (PCK) components during the instruction of seventh-grade physics topics—work/energy and simple machines. It aims to explore how these components interconnect and influence instructional practices, particularly in the context of teaching gifted students. The study employed a qualitative research design, using classroom observations as the primary data source. It utilized the Alternative Mapping Approach (AMA), an adaptation of Park and Chen’s (2012) mapping-out method, to analyze PCK interactions. Content analysis and the constant comparative method were applied to interpret the data and construct detailed PCK interaction maps. The study yielded four key findings. First, PCK interaction maps are topic-specific and differ in complexity and structure. Second, student-related factors—such as learning difficulties, misconceptions, and characteristics of gifted learners—significantly influenced pedagogical decisions. Third, the teacher’s knowledge of instructional strategies played a central role in initiating interactions, while knowledge of learners was crucial in addressing instructional challenges. Lastly, contextual factors, particularly the needs of gifted students, required enrichment activities that demonstrated dynamic interactions between knowledge of curriculum and other PCK components. This study contributes to PCK research by introducing the Alternative Mapping Approach (AMA) as a novel and effective tool for capturing the complexity and sequence of PCK component interactions. It highlights the importance of considering contextual and qualitative dimensions in understanding how PCK is enacted in real classroom settings, particularly in differentiated instruction for gifted learners.
Examining the Relationship between Physical Activity Attitudes, Technology Addiction, and Well-Being in High School Students
This study was conducted with the aim of simultaneously describing the patterns among physical activity attitudes, technology addiction, and psychological well-being in high school students and investigating whether these variables differ by gender. Data were collected from a total of 320 participants aged 13–17, located in four different provinces across various regions of Turkey. Data were gathered using the Youth Physical Activity Attitude Scale (YPAAS), the Technology Addiction Scale (TAS), and the Subjective/Psychological Well-Being Scale. Data were analyzed with SPSS 27.0; following checks for normality of distributions, descriptive statistics, independent samples t-tests for gender comparison, and Pearson product-moment correlation were applied for inter-variable relationships. The findings indicate that students' positive physical activity attitudes and psychological well-being generally trend at a moderate level. Components of technology addiction are also found to be at a moderate level, with relatively higher scores observed in the sub-dimensions of social networking and online gaming use. In gender-based comparisons, no significant differences were determined for physical activity attitudes or psychological well-being; however, significant differences were found in some sub-dimensions of technology addiction. Correlation analyses revealed that a positive physical activity attitude is significantly negatively correlated with indicators of technology addiction and positively correlated with psychological well-being. Conversely, negative attitude exhibited relationships in the opposite direction. The findings suggest that in school-based interventions, it may be beneficial to concurrently target components that reinforce physical activity and enhance digital self-regulation.
Development of a Framework for Identifying Science Giftedness in Middle School Students
Science giftedness exists at the intersection of intellectual academic ability in science and psychosocial characteristics of gifted individuals (Feist, 2013). However, the specific characteristics of science giftedness have not been fully investigated for identification purposes. This study seeks to fill this research gap by developing a framework for science giftedness and by identifying a distinct set of characteristics of science giftedness. Perceptions of science giftedness were gathered from middle school science and gifted teachers from a variety of school types, locations, and socioeconomic settings, as well as science education and giftedness/gifted education researchers using a qualitative Grounded Delphi Method (GDM). As a result, a framework and set of characteristics for identifying science giftedness were developed to help educators recognize and better support science gifted students. This proposed framework serves as a guide for educators and researchers in identifying gifted science students during the middle school years.
Simulating Science: The Impact of Computer Simulations on Middle School Chemistry Understanding
This study explored how using computer simulations helped 7th grade students improve their understanding of chemistry. At my school, many students are below grade-level in reading and math, which can make science more challenging. During a 3-week chemistry unit, I used simulations from Amplify and other online tools. These simulations allowed students to interact with virtual experiments like combining substances and observing what happens directly on the computer. Students in two classes took a test before and after the unit. After using the simulations, their scores increased, and they were able to explain scientific ideas more clearly in writing, including using and developing and using models. Instead of just naming atoms, students began to show how atoms rearrange and stay balanced during chemical reactions by creating models. This study shows that computer simulations make learning science more engaging and accessible, especially for schools that don’t have full lab equipment. It also helps support Next Generation Science Standards (NGSS) by giving students opportunities to build and test their own models. This kind of learning which is called model-based reasoning helps students better understand abstract science concepts in a meaningful way.
The Effect of Translanguaging in a Middle School Science Classroom
In today’s increasingly multilingual classrooms, leveraging students’ diverse linguistic resources is essential for fostering equity, inclusion and deeper learning. This action research explored the impact of translanguaging on student engagement, joy, and identity in a middle school science classroom. Translanguaging, which is leveraging students' full linguistic repertoire, was integrated into NGSS-aligned instruction in 8th grade science classes. Using pre- and post-surveys, data collected were analyzed to assess changes in student learning experience. Analysis of data indicates that translanguaging strategies foster greater engagement, affirm students’ cultural and linguistic identities, and create more inclusive and collaborative learning environments. The significant shifts in the reported instances of translanguaging, peer collaboration using LOTE, and positive shifts in attitudes and participation confirm that multilingual practices can transform science learning into a more inclusive, responsive, and meaningful experience. While some students have expressed minor concerns for potential confusion, the overall result was overwhelmingly positive. The result of this research reinforces that importance of culturally and linguistically responsive instruction. This highlights translanguaging as an effective strategy to promote equity, belonging and deeper and meaningful learning in science.
On the Role of Generative AI in Fractals Teaching: Solutions and Class Proposals Designed by Chatbots and Mathematics Teachers
Fractal Geometry (GF) comprises problems characterized by having particular geometric and analytical properties based on the concept of self-similarity. Fractals constitute a breaking point in relation to classical Geometry. In addition, many natural phenomena exhibit fractal features, leading to several useful practical applications. In spite of this, fractals are rarely included in curriculum design and, let alone, seen in actual classrooms. This also leads to a lack of resources for teaching fractals at different educational levels. In this context, generative AI (GenAI) can bring an opportunity to produce resources for teaching fractals. In this work we present the results of a study oriented to analyze and compare the productions of in-service Mathematics teachers and GenAI models (namely ChatGPT, Copilot and Gemini) related to a particular fractal: the Sierpinski Triangle. The solutions to the problem as well as the class proposals built by both teachers and chatbots were compared in terms of a number of proposed categories (such as correctness of the results, level of mathematical justification, specificity of class proposal in several aspects). Our findings have multiple practical implications in terms of the design of methodological proposals including GenAI in fractals teaching.
Artificial Intelligence in Mathematics Education: ChatGPT’s Capabilities and Limitations in Problem Posing
This study investigates the ability of ChatGPT to generate mathematical problems creatively, focusing on fluency, flexibility, and originality. The findings indicate that ChatGPT can produce a vast number of problems, demonstrating a high level of fluency. Additionally, it tends to prioritize the most original problem among its generated outputs. In terms of flexibility, the model successfully formulates problems across various mathematical content areas, showing adaptability in different contexts. Despite its fluency, ChatGPT occasionally repeats content or diverges from the given instructions in later stages, highlighting the importance of expert supervision. When used in educational settings, AI-generated problems should be reviewed to ensure their relevance and accuracy. While ChatGPT has potential as a supportive tool in mathematics education, it should not function independently in instructional environments. Another observed limitation is the inconsistency in how ChatGPT categorizes mathematical problems, which may indicate gaps in its conceptual understanding. Furthermore, its inability to generate visual representations of geometric concepts could contribute to misclassifications or errors. These findings suggest that while ChatGPT can enhance creative problem posing in mathematics, its effectiveness depends on careful monitoring and structured implementation within the teaching and learning process.
A Systematic Literature Review on Critical Thinking Skills in Physics Education
Critical thinking skills are skills that were developed in the 21st century. Critical thinking skills are student-centered learning. Critical thinking skills can be developed from elementary school to college. Through a literature review, this study aims to provide information related to learning models and instruments used that can improve critical thinking skills in physics learning. Data collection is based on the source of the Scopus database. This type of document originated from journal articles with the keywords <<critical thinking>>, <<critical thinking skills>>, <<physics>>, and <<physics learning>> from 2015 to 2025. The procedure used in this literature review was adapted from PRISMA. The published documents are based on predetermined content analysis criteria including learning model, physics material topics, research subjects, education level and analysis. Learning with the guided inquiry model and problem-based learning are learning models that are often used to improve critical thinking skills with various indicators. Static fluids are a topic that is often discussed in research. This research broadly contributes to improving students' thinking skills through recommended learning models. The research findings provide information that student-centered learning models can improve students' thinking skills.
Exploring Resilience Mechanisms in High School Mathematics: A Study on Problem-Solving Challenges and Self-Regulation
This study explored how students develop and demonstrate resilience when prompted with mathematical problems. Anchored on the Three-Dimensional Resilience Theory in Mathematical Problem Solving, a multiple case study was conducted on thirteen (13) purposively selected students from a public senior high school in Davao City, Philippines. The cross-case analysis revealed three emerging themes on their mechanisms in dealing with mathematics problems: (1) mathematics resilience and problem-solving independence; (2) learner regulation of “negative emotions” towards Math problems; and (3) self-regulation and matching of learner behavior of learning challenge. The findings show that although all learners encounter learning difficulties, high resilience enables them to push through the difficulty until they overcome their struggle, creating meaningful learning experiences that boost their self-esteem and confidence in the long run. Learners with lower levels of math resilience were found to feel trapped in their struggle and resolute at the prospect of failure implying disempowerment. The findings also underscore the need to foster mathematics resilience among learners to empower them to actively deal with and overcome learning challenges.
Leveraging AI for Enhanced Bibliometric: A Multi-Faceted Approach to Citation Context, Sentiment, and Cognitive Link Analysis in Research Evaluation
This study developed a comprehensive bibliometric framework by integrating data from Scopus, Web of Science, and Google Scholar, leveraging the unique strengths of each platform. The dataset, comprising 6,000 papers, was proportionally distributed across the three sources, with 40% from Scopus and 30% each from Web of Science and Google Scholar. Scopus provided curated, peer-reviewed content ideal for assessing high-impact scholarly works, while Web of Science complemented this with its long standing indexing of high-quality journals and conference proceedings. Google Scholar, with its broader scope, incorporated grey literature and interdisciplinary studies, addressing gaps left by traditional databases and ensuring a more inclusive dataset. The data collection process prioritized diversity and methodological rigor, combining the reliability of structured bibliographic sources with the inclusivity of non-traditional content. Advanced analytical techniques sentiment analysis, citation context classification, and citation network mapping were employed to uncover trends in research impact, intellectual linkages, and interdisciplinary collaborations. The results revealed that SCIE and SSCI indexed journals dominated the dataset, reflecting their established roles in disseminating high-quality research. Contributions from ESCI and open-access platforms showcased emerging and innovative avenues for bibliometric analysis. Geographically, the United States, United Kingdom, and China emerged as leading contributors, collectively accounting for over 65% of the analyzed research, highlighted their influence on global scholarly output. The study concluded that integrating multiple bibliometric databases minimizes potential biases, enhances the inclusivity of sources, and provides a more balanced evaluation of global research trends. To advance bibliometric methodologies further, future research should incorporate additional data sources and leverage advanced AI techniques to refine analytical processes and deepen insights into scholarly communication.
Artificial Intelligence in Bibliometrics
Exploring the Primary School Students' Cognitive Structures of 3D Printers from Multiple Perspectives
The aim of the current study is to develop a detailed understanding of how third-grade primary school students construct 3D printers in their minds based on their initial knowledge about 3D printers. This study, which was conducted with a phenomenological design, is one of the qualitative research methods. The participants of the study consisted of 52 third-grade students who were selected through a criterion sampling method. The implementation phase of the research was planned as two lesson hours. Data was gathered via semi-structured student interview form, semi-structured teacher interview form and unstructured researcher observation notes. The results of the research showed that participants have a high interest in 3D printers. Besides, it was found that the participants were willing to obtain detailed information about 3D printers. In addition, it was concluded that although students had a limited understanding of the usage areas of 3D printers, they could associate them with education.
Guided Experiment in Basic Electronics Simulations: Its Effect on Student Engagement and Motivation with Controlling Self-Regulation
This study investigates the impact of implementing guided experiments in basic electronics practicum simulation on student engagement and motivation, with particular attention to the role of self-regulation. While guided experiments have been extensively utilized in laboratory learning, prior research has predominantly concentrated on academic outcomes, overlooking the aspects of student engagement, motivation, and self-regulation. The study used Posttest-Only Design on 76 students, with MANCOVA analysis. The results showed that self-regulation had a significant effect on student engagement [F (1, 73) = 45.147; p = 0.000; ηρ² = 0.385] and motivation [F (1, 73) = 201.644; p = 0.000; ηρ² = 0.737]. However, guided experiments did not have a significant effect on engagement [F (2, 73) = 0.039; p = 0.962; ηρ² = 0.001] and student motivation [F (2, 73) = 0.101; p = 0.904; ηρ² = 0.003]. This conclusion confirms that self-regulation is a key factor in increasing student engagement and motivation, while the guided experiment method does not provide a significant impact. The implications of this study encourage the strengthening of student self-regulation in laboratory learning design to be more effective.
Using Indigenous Games as a Resource for Teaching Mathematics
This study contended that Grade 1 learners can use the indigenous Amagende game as part of their learning, especially in mathematics. In line with this assertion, this paper's authors explored the impact of Amagende in learning numeracy skills. This qualitative case study, underpinned by Mbigi's Collective Fingers Theory, conducted semi-structured interviews and classroom observations by engaging five Grade 1 teachers. The findings revealed that indulging in indigenous games like Amagende as a teaching strategy encourages literacy, numeracy, and personal development in early learning. It was recommended that teachers should consider indigenous games as tools to enhance mathematics performance in Grade 1 classrooms. This means there can be a cross-pollination of African and Western Indigenous games. This study contributes to new knowledge by highlighting that incorporating a native game like Amagende into the curriculum can increase gamification tactics and social and cognitive development.
Teacher Candidates' Perceptions of AI Integration in Secondary Education: A Comparative Study of STEM and Non-STEM Majors
This study delves into teacher candidates’ (TCs) perspectives, particularly in secondary mathematics and science education. Through qualitative analysis of survey data and essays from 17 TCs across two institutions, including 9 STEM education major TCs (math and science TCs), and 8 non-STEM TCs, diverse attitudes towards AI integration emerge. Our finding shows that more STEM TCs exhibit enthusiasm than non-STEM TCs. However, both groups emphasized the need for ethical AI use and students’ critical thinking skills. Their exposure to AI-embedded classroom experiences also showed differences. This study underscores the importance of tailored mathematics teacher education programs for AI integration in preparing future secondary teacher educators. In summary, this study not only sheds light on the perspectives of secondary TCs on AI integration but also provides actionable recommendations for enhancing teacher education programs to better prepare future educators for AI-enhanced classrooms.
The Effects of Multiple Intelligences Theory Applications on Students' Cognitive, Affective and Skills Dimensions
This study aims to reveal the applicability of the theory of multiple intelligences, based on daily life problem-solving skills, in primary school fourth-grade science courses. The study was conducted using an action research design, one of the qualitative research methods. The participant group of the research consisted of 23 students attending the fourth grade of a public primary school in Istanbul during the 2022-2023 academic year, their parents, and the classroom teacher. The data for the study were collected through observation findings obtained via video recordings and observation forms, diaries kept by the researcher, products created by the students, evaluation and self-evaluation forms, and semi-structured interviews conducted with students, parents, and the classroom teacher. The content analysis technique was utilized for the analysis of the research data. As a result of the analysis of the obtained data, five main themes were identified under the headings: "process," "cognitive," "affective," "skills," and "problems and suggestions." In the process dimension, it was understood that the lesson plans prepared within the context of the theory of multiple intelligences were suitable plans that could help students achieve the relevant outcomes. In the cognitive domain, it was determined that students' abilities to understand and comprehend, as well as their academic success, increased, and this contributed to their permanent learning. In the affective domain, it was observed that during the activities, students were happy, enjoyed themselves, were entertained, felt excited, and were willing to participate. Furthermore, it was seen that students gained self-confidence and their self-efficacy perceptions developed. In the skills dimension, it was revealed that students' abilities to relate the knowledge they acquired to daily life and to communicate had developed. In the problems and suggestions dimension, it was concluded that the students' intense desire to take part in every activity and to speak more to express their thoughts during activities based on multiple intelligences led to some difficulties.
The Effect of REACT Strategy Integrated with Artificial Intelligence on Academic Achievement
As the use of artificial intelligence increases, its effects in many fields continue to multiply. One of the affected fields is science education. This study’s purpose is to examine the effect of teaching the 'Electrical Circuit Elements' unit of the 5th grade science course with the REACT strategy integrated with artificial intelligence on the students’ academic success. The study’s research problem: "Does teaching the 5th grade unit of 'Electrical Circuit Elements' with REACT strategy integrated with artificial intelligence have an effect on pupils' academic success?" is as follows. In the study, a semi-experimental research design, which is one of the quantitative research methods, was used, pre- and post-tests were applied, and experimental and control groups were included. The study’s participants were 37 students in the 5th grade of a secondary school in Türkiye. "Electrical Circuit Elements Academic Achievement Test" and students' applications related to ChatGPT were implemented as data collection tools in the study. In the experimental group, the REACT strategy integrated with artificial intelligence was used by preparing a lesson plan with ChatGPT for four weeks and getting help from ChatGPT during the lesson, while the 5E method was implemented in the control group. As a consequence of the research, it was detected that both approaches increased the students’ academic success, but the REACT strategy integrated with artificial intelligence increased statistically significantly more than the 5E method.
The Impact of Learning Approaches and Performance Levels on Pro-Environmental Behavior in Inquiry Contexts
This article examines the impact of implementing a didactic strategy rooted in inquiry-based learning on the development of pro-environmental behaviors. The study considers the Learning Approaches and Performance Levels achieved by 108 students aged 13 to 16 from a public rural educational institution in the Department of Meta, Colombia. This research follows the principles of the mixed methodological paradigm, employing a Simple Integrated Empirical Case Study with a descriptive approach. The characteristics of inquiry-based learning contribute to the improvement of environmental education processes. This approach enables half of the participating students to reach the higher levels of the SOLO taxonomy, while a third achieve the multi-structural level. These outcomes are not influenced by the student's preferred Learning Approach or associated factors such as their academic ease in environmental sciences or the socioeconomic conditions of their families. Instead, the strategy enhances pro-environmental behaviors by encouraging students to analyze the impact of human actions on their environmental reality, particularly those actions that benefit the environment and improve the well-being of social groups. The study concludes that actions perceived as difficult by young people are often linked to negative socio-affective aspects, such as low self-esteem or feelings of shame.
What Exactly is the Productive Struggle? Lessons Learned from a Content Analysis of the Mathematics Education Literature
Productive struggle (PS) has emerged as a critical construct in mathematics education, emphasizing the importance of persistence, cognitive engagement, and conceptual understanding in problem-solving. However, inconsistencies in its conceptual and operational definitions have hindered its effective implementation and assessment. This study conducted a content analysis of mathematics education literature to examine how PS is defined and operationalized. Findings reveal that while cognitive demand, deeper understanding, and effortful engagement are consistently emphasized, other critical characteristics—such as ingenuity, mathematical relationships, and student-centered learning—are less frequently addressed. Based on these findings, we propose a comprehensive conceptual definition of PS: an effortful, student-centered process involving cognitively demanding tasks that require persistence, ingenuity, and deeper mathematical understanding. Additionally, we identify observable and measurable classroom indicators to support the structured implementation and assessment of PS. By aligning research, teacher training, and instructional practices with this refined conceptualization, this study provides a foundation for enhancing mathematical problem-solving, resilience, and critical thinking in students. Implications for mathematics educators, researchers, and curriculum developers are discussed.
Investigation of Physical and Cognitive Performance of Athletes
This study aims to examine the relationship between physical performance levels and cognitive functions of male athletes aged 18-25 years competing in the Turkish Hockey Indoor 1st League. 45 athletes participated in the study, balance, flexibility and vertical jump tests and D2 Attention Test were applied. In addition to descriptive statistics, independent samples t-test, one-way analysis of variance (ANOVA) and Pearson correlation analysis were used to analyze the data. The results revealed that attention levels did not differ significantly according to age, education, sport experience and position (p>0.05). While there was no significant relationship between physical performance variables and attention, only vertical jump values showed a significant difference between the positions (p<0.05). In addition, positive and significant correlations were observed between the sub-dimensions of the attention test. In this context, it was concluded that not only physical criteria but also cognitive skills should be systematically included in the performance evaluations of hockey athletes.
Generative Artificial Intelligence (GenAI) for Academic Writing in Higher Education: A Scoping Review of Applications, Challenges, and Implications
Generative AI is reshaping academic writing faster than universities can produce evidence-informed guidance, putting practice ahead of proof. Using a Population–Concept–Context frame and PRISMA-ScR procedures, we mapped peer-reviewed, English-language empirical studies in higher education from 2024 to Q2 2025. A total of 25 studies met criteria. Findings were synthesized via convergent integration that paired quantitative distributions with qualitative themes. Across populations and contexts, GenAI was most often used as assistive scaffolding from planning through revision. Reported benefits clustered around organization, fluency, efficiency, and language support, especially for multilingual writers. Recurrent risks included hallucinations and fabricated citations, inconsistent disclosure or attribution, overreliance when use was unscaffolded, and the limited reliability of AI-detection tools for integrity judgments. Context mattered: clearer policies and better access supported more constructive use. The evidence base skews toward English-medium, well-resourced institutions and relies heavily on short-term or proxy outcomes. Gaps include faculty and postgraduate cohorts and Global South contexts. Overall, the pattern supports an assistive, not substitutive stance: GenAI complements rather than replaces human judgment in argument construction, source interrogation, and synthesis.
A Systematic Literature Review on Practical Work in Sustainability
This review examined research trends in practical works on sustainability in peer-reviewed, empirical studies indexed in the Web of Science database from the first mention through the first half of 2025. This qualitative study used a content analysis approach to identify trends in the practical work in sustainability by using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guideline. The result revealed that there is a fluctuating publication trend with periodic increases and decreases in research over the years, mainly from the United States and Germany. Although instructional interventions were used extensively in the studies, extracurricular and pedagogical development program interventions were rarely used. Most studies used hands-on laboratory activities, while virtual and remote laboratories were underused. While most participants were university students, K-12 students, academics, and the public were the least represented. This study provides empirical evidence of current research gaps and the need for multiple stakeholders.
STEM in Early Childhood: A Phenomenological Perspective on Teachers' Views, Experiences, and Professional Development Needs
The implementation of STEM education in early childhood has become increasingly important for the development of children's 21st-century skills. However, the effective realization of this interdisciplinary approach is directly related to teachers' theoretical knowledge and practical competencies. In this study, the views, implementation experiences, and professional development needs of preschool teachers regarding STEM education were examined. The study, conducted using a phenomenological design, a qualitative research method, included 16 preschool teachers selected through criterion sampling. Data were collected through two online focus group interviews and analyzed using the content analysis method. The findings indicate that teachers define STEM as an interdisciplinary approach but have some misconceptions. While all teachers emphasized that STEM education is important and necessary for children, it was found that they do not implement it. The main factors hindering STEM education include a lack of professional support, insufficient knowledge, materials, and resources, time constraints, and inadequate administrative and family awareness. The research findings show that teachers need practical training, mentoring support, professional learning communities, and guiding resources and materials. The study also offers recommendations to improve the quality of STEM implementation in early childhood.
Differences in Parental Involvement and Expectations during Primary Education: Reflections of STEM and Non-STEM Grammar School Students
Parental involvement during primary education plays an important role in shaping students’ academic trajectories and aspirations. The aim of this study was to examine how grammar school students perceive parental involvement during their primary school years, and how it differs depending on whether they later chose STEM or Non-STEM tracks (languages, social sciences, sports, and arts). Furthermore, the present study explores how these patterns vary by gender, place of residence, and parental education. Using a quantitative research design, data were collected from grammar school students in Serbia. The results indicate that students who chose Non-STEM departments experienced greater parental involvement than those who chose an educational pathway that prepares them for academic studies in STEM subjects. Data analysis on parental involvement across STEM and Non-STEM groups yielded valuable findings in relation to students’ sociodemographic backgrounds: differences reflected in homework supervision, encouragement to pursue higher education, and expectations about immediate employment These findings emphasize the importance of recognizing the multifaceted nature of parental engagement, ranging from practical help to symbolic encouragement, and its interaction with social and cultural capital. The study concludes with recommendations for inclusive education policy and practice that recognize and strengthen family-school partnerships.
Supporting Diverse Learners in STEM Education: The Impact of a Peer Assessment and Content Creation Activity
Teaching complex subjects in STEM studies to academically heterogeneous students presents significant pedagogical challenges. This study evaluates the impact of an active learning intervention where students created and peer-assessed exam questions. Using a mixed-methods approach, it was compared an intervention group (n=74) against a control group (n=76) and was analyzed pre/post-test results and student feedback. The findings reveal a statistically significant and substantial improvement in academic performance. The intervention group not only demonstrated exceptional learning gains (Cohen's d = 1.10) but also significantly outperformed the control group on the final exam (Cohen's d = 1.15). Student feedback confirmed the activity's value for learning, despite being perceived as demanding. This student-led assessment strategy proves to be a highly effective pedagogical tool for enhancing comprehension and success in challenging STEM courses for diverse student populations.
Relationships between Math Class Perceptions, Math Identification, and Choice of STEM Major: Racial and Gender Differences
STEM (Science, Technology, Engineering, and Mathematics) careers remain in high demand, and the United States continues to compete globally to expand its STEM workforce while addressing persistent racial and gender disparities. This study employed structural equation modeling (SEM) with multigroup analyses to examine the relationships among high school students’ perceptions of their math classes, their math identification, and their decision to pursue math-intensive STEM majors. The theoretical framework integrated the MUSIC Model of Motivation (eMpowerment, Usefulness, Success, Interest, Caring) and domain identification theory. Data were drawn from 23,503 participants in the nationally representative High School Longitudinal Study (HSLS: 2009–2013). Analyses focused on differences by gender and race, with particular emphasis on Black female students. Results indicated that students’ perceptions of success and interest in their math classes were positively associated with math identification, which in turn was positively related to their decision to pursue a STEM major. No statistically significant differences were found between Black females and their peers (Black males, White females, and White males) in the strength of these relationships. Implications for educators and schools seeking to increase the participation of Black female students in STEM fields are discussed.