Recent science education standards emphasize the importance of the instruction of nature of science (NOS) concepts at all levels of schooling from pre-K to K-12. Delivering a proper NOS education to students is excessively dependent on their teachers with an adequate understanding of NOS concepts. The present study investigated the science conceptions of preschool and elementary teacher candidates. The data collected from a total of 506 prospective teachers were analyzed with respect to the following demographic variables: majors, genders, grade levels, high schools and GPAs of teacher candidates. “Student Understanding of Science and Scientific Inquiry (SUSSI)” developed originally by Liang et al. (2008) was the instrument used to collect data in this study. The data analyses were conducted using MANOVA and Pearson Correlation Coefficient. The corresponding mean scores of the teacher candidates in specific aspects of NOS ranged from “poor” to “informed” conceptions of science. All but one of the demographic variables yielded statistically insignificant results on the NOS conceptions of teacher candidates. The majors of the teacher candidates were detected as a significant variable influencing the conceptions of the teacher candidates. The results of the study were discussed in reference with the relevant literature.

Literacy has been defined in the literature frequently. Each new interpretation leads to the idea that the definition can change based on the relevant environment, instruments used and/or the intended objective and there might be different types of literacy including computer literacy, media literacy and visual literacy (Reinking, McKenna, Labbo and Kieffer, 1997; Tuman, 1994). This is also true for computer literacy and mathematical literacy. Therefore, there is a need for studies on computer and mathematical literacy. The objective of the present study was to determine the computer and mathematical literacy levels of secondary school 6th grade students and to reveal the correlation between computer and mathematical literacy levels. The study sample included students that attended provincial, district and village schools, as well as the private schools. The correlation between the computer and mathematical literacy levels of the students that were selected from various regions was determined and the differences based on these levels among the schools were also identified. Since the study aimed to determine the correlation between computer literacy and mathematics literacy of the 6th grade students, relational screening model was utilized in the study. Relational (correlative) studies aim to determine whether there is a correlation between two or more variables (Karasar, 2009). Study population included 139 6th grade students attending a secondary school in Turkey. In the study, “Mathematics Literacy Scale” and “Computer Literacy Scale,” which were developed by the author and tested for validity and reliability were used. The obtained data were analyzed by specific statistical techniques. After the findings were analyzed, results were discussed based on the findings in the literature and necessary recommendations were presented.

The purpose of this study was to evaluate pre-service science teachers’ argumentation skills, attitudes and knowledge levels regarding organ transplantation and donation (OTD). Teachers play a fundamental role in providing information to children/adolescents and could influence their attitudes. Organ transplantation is a life-saving hope for many people, but shortage of organs for transplantation is a universal problem. Having a positive attitude and true knowledge are essential for teachers that affect students’ future attitude toward this topic. The research method was descriptive and cross-sectional. The sample of research was 472 pre-service science teachers, who were sampled by using convenient sampling method and are students of Science Education Department at four different public universities. Data collection instruments were developed by researchers as valid and reliable questionnaire in order to determine the attitudes, knowledge levels and argumentation skills of pre-service teachers regarding OTD. Results observed that the pre-service science teachers' argumentation skills in a socio-scientific subject such as OTD were at a very low level, their attitudes were at a moderate level, and their knowledge level was above the average. Results of the study have shown that graduated high school type and grade level have played important roles in the positive attitudes, high argumentation skills and high knowledge level about organ donation. No significant difference was found in the attitudes and knowledge level of pre-service science teachers toward OTD in terms of gender. The gender only affected the ability of argumentation.

The aim of this study is to present pre-service biology teachers with reading texts about the research of Van Helmont and Joseph Priestley relate to the subject of photosynthesis, for their familiarization with the processual and contextual aspects of science and their understanding of the nature of science, and to reveal the extent to which these texts contribute to the teacher candidates. The study was carried out by “action research method”.  The sample consisted of 66 biology pre-service teachers studying at Karadeniz Technical University between the years of 2016 to 2018. In this study, two separate reading texts were prepared in order to increase pre-service teachers’ processual and contextual understanding, and after the teacher candidates had read the texts, they were asked to answer the related questions. Percentage and frequency values were determined by grouping the answers as “correct, partially correct, incorrect and unanswered”. The fact that in this study, only 47% of the pre-service teachers were able to form a correct hypothesis means that their skills in this regard are in need of development. Candidates experienced some difficulty in interpreting statements that were not given explicitly in the text. The candidates' level of critical thinking is at a good level. It has been determined that they have post-modern view as epistemological belief. There is a need for designing instructional materials covering conceptual, processual, contextual dimensions of science in different subjects at university level and presenting them to biology teachers in book format.

The purpose of this study is to describe the actions taken by college students to face their future retirement. For this, the test designed by the National Commission for the Protection and Defense of Financial Services Users (CONDUSEF) in Mexico was used, which has items related to financial knowledge, specifically topics about savings, emergency funds and life insurance, among others. The instrument was applied to 60 UPAV college students of different levels, during the school cycle of February-August 2018, in the city of Xalapa, Veracruz; it should be noted that the range of age was older than 21 but younger than 23 years old. The descriptive analysis showed results that lead us to believe that students have emergency funds (53%) but these are used to face unexpected situations (59%); also, students do not have life insurance, which could be concerning in their personal and family life if/when they have to face a present or future illness. Regarding car insurance, most of the respondents stated that they do not own one, besides considering it an unnecessary expense. One of the study limitations was the surveyed population; hence the need to widen this research to encompass more students from such geographical area in order to obtain a wider outlook of said behavior.

The study aims to promote relevant and effective environmental education (EE) through extracurricular clubs. For this, we studied the state of play of environmental activities (EA) carried out by 48 environmental clubs belonging to urban and rural areas of the Regional Academy of Education Fez-Meknes, Morocco. These extracurricular environmental clubs remain so far without formal environmental education programs. In this study, we identified the bulk of programs offered by extracurricular environment clubs, including types of scheduled activities and percentages of achievement and student beneficiaries in urban and rural settings. In addition, we have identified the main barriers to achieving certain environmental activities. The significant correlations detected between some of the variables studied allowed us to better explain the achievements and the weaknesses of these clubs. Finally, we have made recommendations to promote relevant and effective extracurricular environmental education.

Preschool education is fundamental to shape children’s aptitudes and skills in early life. Ecuador is following a global education trend for starting-up mathematical thinking at earlier development ages, but this is only reflected in vehement curricular changes that are not supported properly. As a result, the safeguarding of a good children’s education appears to be lessened. This work aimed to evaluate the mathematics thinking practices in preschools of Pasaje city, Ecuador. The investigation employed a descriptive approach, hence data were collected from 65 teachers and 810 parents from public and private preschools by means of interviews and questionnaire in an attempt define some causes (teacher’s education, children’s socio-economical and family circumstances) that impair the initiation of the numerical, spatial and metric and geometric aptitudes in children. The results showed that not only preschool practices but also the home environment linked to socio-economic status appear to have positive or unfavorable influences on their children’s education.

The purpose of the study was to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “Ukrainian language (for professional purposes)” provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook “Ukrainian for Special Purposes” was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver the language course to the students majoring in literature and language teaching.

This study aimed to describe seven indicators of students’ verbal linguistic intelligence in reading subject. It used a qualitative research method. The subjects of this study were 30 students consisted of 9 male and 21 female students. They took the reading subject in the second semester of the first year. They were given a test of verbal-linguistic intelligence. Seven students were selected to be interviewed because they have verbal-linguistic intelligence and good communication. To find out the validity of the data, the researchers used triangulation of the test results and the results of interviews and triangulation of the second researcher and research assistants. Furthermore, the data were analyzed using the content analysis method which consisted of three steps, they were data reduction, data presentation, and conclusion drawing/verification. The results of the study show that there were seven indicators of verbal-linguistic intelligence of students in reading subject, first, having excellent initial knowledge in mentioning words, second, enjoying wordplay with Scrabble, third, entertaining themselves and other students by playing tongue twisters, fourth, explaining the meaning of the words written and discussed, fifth, having difficulties in mathematics lesson, sixth, their conversation refers to something they have read and heard, and the last, having the ability to write poetry based on personal experience.

This study investigated the development of problem-solving strategies demonstrated by 42 elementary pre-service mathematics teachers in problem-solving mathematics classes. The study used a mixed methods approach of quantitative and qualitative research by analyzing the collected data.. The quantitative portion calculates the frequencies and percentage of the participants’ responses to the problems posed in three different phases of the intervention: before, during, and after receiving the mathematics lessons. The qualitative approach was used for in-depth investigation to describe various mathematical problem-solving strategies demonstrated by participants across the three different research phases. Findings of the study indicated a limited number of problem-solving strategies present during the first phase of research such as “use arithmetic operation strategy,” and “make a drawing strategy,”. During the implementation of the problem-solving lessons and classroom discussion, the participants began to develop more strategies such as  “use logical reasoning,” “solve a simpler problem,” “guess and check,” “organize data in a table or a list,” “look for a pattern,” “work backwards,” and “solve an equation,”. However, the research findings nonetheless revealed participants’ weakness in applying the variety of skills required for success in problem solving, such as interpreting information, mathematical working, and logical thinking. Results also demonstrated a limited and incorrect use of mathematical terminology, as well as a lack of problem comprehension. The discussion of the study addresses different features and issues related to mathematical problem-solving strategies. In light of its findings, this study presents recommendations and suggestions for the future development of pre-service teachers’ problem-solving strategies.

The empowerment of metacognitive skills has an important role in increasing the capacity of critical thinking and active control of students' cognitive processes in learning. Metacognitive skills can be enhanced through the implementation of learning strategies involving higher-order thinking. The RQA, ADI, RQA integrated with ADI are constructivistic learning strategies that can accommodate these skills. The researches specifically examining the correlation between metacognitive skills and critical thinking skills at the implementation of RQA, ADI, and RQA integrated with ADI learning strategies are still rarely found. This research is a correlational research, aiming at revealing the correlation between metacognitive skills and critical thinking skills. The data of metacognitive skills and critical thinking skills are collected by using a valid and reliable essay test. The samples of this research are the fourth semester (IV) biology education students programming Animal Physiology course in the 2016/2017 academic year consisting of 109 students. The results of this research show that (1) there was a significant correlation between metacognitive skills and critical thinking skills at the implementation of the four learning strategies, (2) the regression equations analyzed using Anova obtain regression lines (not coincide), and non parallel regression lines (intersected); meaning that there is a difference in the increase rate and magnitude of the critical thinking skills influenced by the four learning strategies. It is expected that the teachers and the lecturers always strive to improve the quality of the learning process through the implementation of active and constructive learning strategies.

The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors’ keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations “A Time for Telling”, published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.

The development of the revolution era 4.0 which increasingly rapidly demands the wider community to have the ability to think creatively mathematically. One effort to improve the ability to think creatively is through quality education. Quality education can be improved through to train thinking using the right learning model. This study aims to see which results are more effective in improving students' thinking skills between the two learning models applied. The two models are Problem Based Learning (PBL) and Aptitude Treatment Interaction (ATI) models. This research method uses quasi experimental method with a posttest only control test design not control group. This study uses two group subjects with two experimental classes. The analysis of the data used the hypothesis testing of the non-correlated 2-sample t-test. Based on the research results obtained Aptitude Treatment Interaction (ATI) models have a better effect on students' creative thinking abilities compared to Problem Based Learning (PBL) models.

This research aims to develop open ended-based worksheet in improving students' high-level thinking skills on static fluid materials. The method used in this research is Research and Development (R&D) with 3 steps namely, the initial stage, then the design and development of the product, and finally the product testing. The data analysis technique for product effectiveness is with the main field trials, namely (1) N-gain analysis, (2) paired t-test, (3) ANCOVA, and finally (4) effect size test. From the test results obtained information that conducted 10 students showed the results of the development worksheets obtained the average worth of development products by 90% this value is included in the very high category, while the student response of the average of 88% and also the readability response of 89% in the very high category. In the results of the n-gain analysis also show the value is0.70, that mean medium category. From the results of this study, it can be concluded that worksheets based on open ended can improve students' higher-order thinking skills. So, in further development we suggest that open ended-based on worksheet is not only applied to static fluid material, but also in other materials.

This study aims to investigate the impact of using a LEGO Education program, specifically the “MoreToMath” kit, on the achievement of Deferent Levels of Elementary Students. The quantitative research design was used in this research study, and the participants were comprised of 120 elementary school students in the 2nd grade, in Amman, Jordan. A quasi-experimental research method and the MANCOVA were used, and a study tool to measure achievement was developed by the researcher for which the validity and reliability of achievement were verified. The results of the study show that there was a statistically significant improvement (α ≤0.05) in the achievement of the experimental study group, that studied using LEGO education, over the control group. There is also a statistically significant difference (α ≤ 0.05) between the arithmetic means of the three sub-groups of students’ previous achievement levels— high, middle, and low— and by using the Least Significant Differences (LSD) test we notice that there are significant differences between the high and low sub-groups, as well as between the middle and low. However, that there are no significant differences between the high and middle level sub-groups; and there is also no statistically significant interaction between the groups (experimental, control) and the levels of pre-achievement seen in the post-achievement levels. The study results indicate that the use of new technological tools, like the “MoreToMath” kit, may be beneficial in teaching mathematics as they tend to motivate students, and can lead to higher achievement for elementary students of different mathematics aptitude levels.

The objectives of this study were to analyze the validity, practicality, and effectiveness of South Kalimantan local wisdom-based biology learning and its effect on student learning outcomes. The research method used is research and development. This research was in a Develop stage of Thiagarajan’s Model. This development has produced learning models (lesson plans, student’s worksheet, learning achievement test questions, teacher activity sheets, student activity sheets, and student response sheets). The local wisdom-based learning model were designed with seven stages using Banjar language (regional language of South Kalimantan). Model that have been developed were tested for the level of validity, practicality, effectiveness, and its effect in learning. The level of validity is determined based on the assessment and review of the four validators. To find out the effectiveness and the effect of the learning model, quasi-experimental design was applied by involving two classes at SMAN 7 Banjarmasin-Indonesia. Data were collected using a variety of instruments, namely the validity assessment sheet, the student’s worksheet and lesson plan sheets, student achievement test questions, and student response sheets. Data analysis was implemented to measure the effectiveness and the effect of learning by calculating n-Gain and ANCOVA, respectively. The results, the learning tools met the "valid" criteria so that it can be implemented. Learning also concluded having good practicality criteria. Moreover, it can be seen that the application of local wisdom-based learning model and tools was quite effective in improving student learning outcomes, in contrast to learning in the control class. Furthermore, ANCOVA test concluded that there were significant differences in learning outcomes between students in the experimental and the control class.

This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

Teacher education has been innovated in Brunei to support the ongoing inclusive education and curriculum reforms. This survey investigated the development of essential instructional skills in initial Brunei trainee teachers. The sample consisted of 109 student teachers (71 females and 38 males). Significant mean scores (Mean ≥ 4, p< .05) and 95% confidence intervals were used to identify the levels of proficiency and enablers of success in teaching. Participants were proficient on 15 of the 28 skills measured by the Teacher Behaviors Checklist (Approachable; Confident; Effective communicator; Encourages; Enthusiastic; Flexible; Good listener; Humble; Prepared; Professional; Rapport; Respectful; Sensitive; Striving to be a better teacher; Understanding). From independent groups, T-tests and One-Way ANOVA analyses, other significant trends in participants’ performance emerged at p< .05 level of evaluation. Females scored highest on Humble and Realistic expectations while males scored highest on Understanding. Trainee teachers aged 31-35 scored highest on: Promoting critical thinking; and Providing constructive feedback, than counterparts. Participants with higher degrees (e.g. Master of Arts) scored higher on Authoritative skills than those with lower degrees (e.g. Bachelor of Arts). Trainees with teaching experience scored significantly higher on: Accessible; Knowledge about the subject matter; and Technological competence, than those with no experience. The findings suggest the need to help pre-service teachers to gain proficiency in all teacher skills to improve the quality of education in the country. Further research was recommended.

The identification of students’ mental models is crucial in understanding their knowledge of scientific concepts. This research aimed to develop a Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL). The ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating) model was used as a research method. The sample consisted of 30 students of 15-16 years-old at one of senior high school in Tatar Pasundan. The data was examined using Rasch analysis on validity, reliability, level of difficulty, and distributions of students’ mental models. Students’ mental models were classified as Scientific (SC), Synthetic (SY), Synthetic almost Misconception (SYM), and Initial (IN) model. Based on the evaluating stage, students’ mental models are mostly in the SYM and IN model. Consequently, it can be concluded that the Mental Models Representation Instrument on Newton's Laws (MeMoRI-NL) can be developed using the ADDIE model and most of the students' mental model has not been following scientific knowledge. Based on this research, teachers or educators should enhance students' mental models, especially for female students.

The purpose of this research is to experimentally evaluate how the “flipped classroom” model used to deliver Business English, which is commonly an integral part to the ESP course at tertiary schools of Economics in Ukraine, to the students majoring in Economics fosters students’ critical thinking skills and improved their academic performances and what students’ perceptions of this model are. The learning environment used a multimedia-based textbook entitled “Business skills through English”. This was experimental research which used a mixed-methods approach. Students’ critical thinking skills and academic performance (learning outcomes) were the variables for this study. Placement tests, needs analysis questionnaires, Course Satisfaction Questionnaire, a test to assess the students’ critical thinking skills were used to collect the statistical data. Cronbach Alpha coefficient was applied to interpret the test on critical thinking data and SPSS AMOS statistical package programme was used to analyse the consolidated data. The study found that the “flipped classroom” model used to deliver ESP and Business English to the students majoring in Economics has the potential to provide a better learning experience for the students and teaching experience for the teachers. This model fosters students’ critical thinking skills by involving them in problem-solving-based learning and improves their academic performances by increasing their responsibility for learning results and stimulating them to use different learning styles. Overall, the above model substitutes a teacher-centered with a student-centered approach that engages learners in the true-to-life business world and language environment. In this way, learning Business English and ESP at higher educational institutions in Ukraine is a move from just training memory (memorizing professionalism-related English vocabulary and doing grammar drills) to applying language as a learning medium in the specifically designed vocational contexts.