In several shows prepared for children and adults in the media, the representation of “individuals with special needs” can ensure that other members of the society empathize with disability and the characteristics of disabled people, and make it easier that prejudices are replaced by social acceptance through gaining information. Finding a place frequently used in children’s literature, children’s reality satisfies the curiosity and experience-gaining demands of children about the cases they encounter for the first time using various examples, and helps them internalize the information and experience they gain. Children’s shows and cartoons have an effective power in influencing the viewpoint of children as target group for disabled people within the framework of “children’s reality” by means of the representation of children with special needs who are socially disadvantaged. In this context, the purpose of this study is to evaluate and examine in terms of various factors the social representation style of main characters with Down Syndrome represented in “My Brother Ozi” and “Punky” cartoons broadcasted on local children television channels and internet sites where cartoons for children can be found. 51 episodes of both cartoons (26 and 25) were viewed in the framework of the study and findings were analyzed using “document analysis” method which is a qualitative research method.

This study aims to develop a standard instrument for measuring mental health among urban adolescents in Indonesia. The objective is to produce valid and reliable school adolescent mental health instruments to be used by agencies or schools to identify students' mental health. The survey was conducted in Jakarta and South Tangerang with a total of 1007 respondents divided into two experiments where the first trial was conducted on 597 students and the second trial was conducted on 410 students. Measurements were made using a Likert scale questionnaire. Instrument testing begins with a theoretical validity test by 4 experts and 20 panelists who test the instrument material in terms of construction, content and language. Experts analyze and correct the instrument qualitatively. The instrument was then reviewed and analyzed quantitatively by panelists using the Aiken index. At this stage, 44 items, 9 indicators and 3 variable dimensions were obtained. The next test is done by testing the validity empirically, by analyzing the measurement model using Confirmatory Factor Analysis (CFA) with the LISREL 8.80 Full Version program. By using the criteria for the SLF value ≥0.30 and t-value ≥1.96, and calculating the reliability with the construct reliability (CR) at the level> 0.70, the results of the second trial showed that 35 items were valid. The observations of the model fitness through Goodness-of-Fit test showed that there is a fitness between the theoretical model and the empirical model for the mental health instruments in this study.

The research investigated whether there is a correlation between participation in a course entitled "Diversity and multiculturalism in the global era" as perceived by Jewish and Arab students in Israel and a change in the students' attitudes and behaviors and their performance of activities in a multicultural context in the education field. The course was part of a master's degree program in Policy and Administration in Education in an academic college in central Israel. Pre-course and post-course questionnaires were administered to the course participants. Participants were 528 students; 177 responded to the pre-course questionnaire and 351 responded to the post-course questionnaire. The research findings indicated a direct association between participation in the course and activities conducted in the education field. In addition, students’ acquisition of knowledge on multiculturalism mediated the association between participation in the course and performance of multicultural activities in the education field. Differences were found between Jewish and Arab students' reports: Jews reported a multicultural academic atmosphere significantly more than Arabs. Contrastingly, Arab students gave significantly higher grades than Jewish students to reciprocal relations between the groups in the college and reported a more positive change in their attitudes towards the other group and towards multiculturalism and were more convinced that the course contributed to their multicultural thinking. These findings have theoretical and practical implications that can inform policymakers planning education for multiculturalism as a permanent component in academic programs, while responding to different sectors' cultural uniqueness to promote equality between them.

An evidence-based, interactive teaching method peer instruction (PI) is promoted to support effectiveness over more commonly used teaching methods. Usually it is proposed for the university and upper secondary school. The research reports on the implementation of the PI approach in teaching subject Science and Technology (S&T) in the 4th grade of primary school. The aim of this research was to verify the feasibility of this approach for much younger students in primary school by evaluating the students’ progress in the subject S&T, identifying the differences in individual progress in relation to students’ general learning success, and determining students’ opinions about the approach and where no desired progress has been made. In a selected Slovenian primary school, a classroom with 26 students (age 9 – 10) was included in the study and 5 different content areas (Earth’s motion, Matter, Magnetism, Forces and motion, and Electricity) were taught using this PI approach. Results show that students made progress in all content areas and no differences were identified in the progress of individual students in terms of general learning success. Students were satisfied with the approach, although more than half of them found the multiple-choice questions as too difficult. Although the PI approach is successful, teachers must be aware that some persistent and widespread misunderstandings may still remain and require additional intervention.

Professional teaching competence is significantly influenced by beliefs about teaching and learning. Prospective teachers start their teacher training with quite persistent beliefs about learning processes. These beliefs are mainly influenced by the way they experienced their own lessons as a student at school. Previous biology lessons at school might be linked to the imagined biology lessons of prospective teachers. We interpret these future lessons as a representation of their beliefs about teaching and learning. The present study investigated how prospective teachers remembered their previous biology lessons as well as how they imagine the lessons they will conduct in the future. The drawings of 181 prospective biology teachers in Germany (Mage = 22.1; SD = 3.6; 64.1 % female) were analyzed using the Draw-a-Science-Teacher-Test Checklist (DASTT-C). Results of the study indicate that the lessons they experienced were mainly teacher-centered, whereas the lessons they imagined were mainly student-centered. Results of a chi-square-test indicate that there is no connection between these two drawings of biology lessons. This suggests that experiences from one’s own schooling may have no connection with the way prospective teachers would like to teach in the future. The results of this study might be used as a basis for further studies examining the development of prospective biology teachers’ beliefs about teaching and learning.

The aim of this study is to find out the influence of online project collaborative learning and achievement motivation on problem-solving ability in the area of citizenship. This study uses a quasi-experimental design. The total of study subjects is 71 students of higher education; consist of 36 students as the experimental group and 35 students as the control group. Data of problem-solving ability is obtained by using an essay test, while data of achievement motivation is obtained by using a questionnaire. Data analysis is done with ANOVA (Analysis of Variance). The study results show that online based-project collaborative learning strategy has a positive influence on civic problem-solving ability. There is a difference in civic problem-solving ability between students with high achievement motivation and students with low achievement motivation. Online project collaborative learning strategy and achievement motivation interact in influencing the civic problem-solving ability of students. It is recommended that further study corroborate this finding by testing again the effectiveness of using online-based project collaborative strategy in the aspect of problem-solving in a similar field of study.

The purpose of the research was to identify whether the English language e-classes that are automated and delivered through the Smart Sender platform influence the students’ attendance and procrastination rates, their motivation, time management skills, cognitive processing speed, and satisfaction. The study used qualitative and quantitative methods to monitor students’ attendance and procrastination rates, motivation and engagement, time management skills, thinking speed, and satisfaction. The questionnaire on learning motivation, engagement, and competence, the time management skills test, the mental speed test, and the course satisfaction questionnaire were used to collect data. The focus group discussion questionnaire was used to obtain verbal feedback for the participants. The Smart Sender platform proved effective as an instructional tool for teaching the English Language to students majoring in Philology, International Business, and Law. The automated delivery of the English language e-classes was effective in addressing the issues of dropouts and procrastination in distance learning through automation of the lesson delivery based on the ‘push’ factor. It increased students’ motivation, improves time management skills, and satisfaction. The quantitative findings showed that the students experienced a positive change in attendance, motivation and learning engagement, time management skills, and thinking speed due to the intervention. The students perceived the automated delivery-based approach to language teaching positively. They reported that the delivery approach content met the participants’ expectations and needs. Focus group discussion revealed that the intervention changed their learning behaviour and strategies which were considered the improvements of the quality learning outcomes.

Though Coronavirus disease (COVID-19) is not a disease that directly affects people's minds, the confinement measures intended to prevent its spread have been taking a toll on mental health. The objective of this study is to evaluate the level of anxiety, stress and depression in university students of the Middle Zone Multidisciplinary Academic Unit of the Autonomous University of San Luis Potosí during the confinement caused by the presence of COVID 19 and to evaluate if these levels are different in men and women. The sample consisted of 180 university students enrolled in the semester between January and May 2020. The short version of the 21-item DASS questionnaire was used. The results give evidence that the level of depression, anxiety and stress in these university students is not high and there is not enough evidence to say that there is a difference between the level of depression, anxiety and stress in women and men.

People have needed mental health services more and more during Coronavirus disease (COVID-19) pandemic. Due to the contagious nature of the COVID-19 virus, online counseling has been preferred more during the COVID-19 pandemic. Those who need such mental health services might take actions to seek help by demanding psychological assistance from psychological counselors or mental health institutions. However, these people might avoid seeking and receiving such help when they think that they have a weak personality or they somehow will be criticized by the society or experience social stigma because they seek psychological help. This study aims to examine the mediating role of self-disclosure between attitudes towards online counselling and perception of social stigma due to receiving psychological help. Participants of the study consist of 519 adults who live in Turkey and are older than 18 years old.  The data for the study were collected through “Distress Disclosure Index”, “Online Counseling Attitudes Scale (OCAS)”, “Stigma Scale for Receiving Psychological Help (SSRPH)” and “Personal Information Form”. The hypothetical model developed in order to determine whether self-disclosure mediates in the relationship between perception of social stigma due to receiving psychological help and online psychological counselling attitudes was tested through SEM (Structural Equation Modeling). The results of the study revealed that self-disclosure play partial mediating role between perception of social stigma and value of online counselling and discomfort with online counselling.

As a part of learning process, project-based assessment (PBA) is determined to be a potential approach in higher education evaluation that focuses on developing the important objectives related to critical thinking, team working and problems solving skills. The aim of the paper is to find out students’ reflection and teachers’ beliefs towards using this project-based assessment method in teaching Intercultural Communication Competence (ICC). To collect the data, a project-based assessment design was applied for 124 English major students at B University in the 9 weeks ICC course. This project was implemented from the beginning of the course, and at the end of the course, learners’ products were performed with specific activities regarding culture knowledge competition, online cultural community activities, talent performance, situational judgment ability, and eloquence skills. In addition, a set of questionnaires were delivered to the participants, plus the interviews with 36 teachers who have taught culture-related subjects from the universities in Vietnam, Thailand and Malaysia. The findings revealed that although there were certain challenges, using project-based assessment in teaching culture had satisfactory effects on students’ intercultural competence, problem- solving skills, critical thinking, and learning motivation.

We investigated the effects of just-in-time guidance at various stages of inquiry learning by novice learners. Thirteen participants, randomly assigned to an intervention (n = 8) or control (n = 5) group, were observed as they learned about DC electric circuits using a web-based simulation. Just-in-time instructional prompts to observe, predict, explain, systematically test, collect evidence, and generate rules were strongly associated with diagnosing and correcting misconceptions, and constructing correct scientific concepts. Students’ repeated use of predictions, systematic testing, and evidence-coordinated reasoning often led to formulating new principles, generalizing from observed patterns, verifying comprehension, and experiencing “Aha!” moments. Just-in-time prompts helped learners manage embedded cognitive challenges in inquiry tasks, achieve a comprehensive understanding of the model represented in the simulation, and show significantly higher knowledge gain. Just-in-time prompts also promoted rejection of incorrect models of inquiry and construction of robust scientific mental models. The results suggest ways of customizing guidance to promote scientific learning within simulation environments.

The progressive integration of mobile technology in the classroom is generating new scenarios to innovate teaching methods. The aim of this study was to analyse the perceptions of university students toward the use of Socrative and its implications in gamified learning situations. This is a descriptive-survey investigation, complemented with content analysis techniques. The data were collected using a questionnaire designed ad hoc by Quiroga-Estévez et al. and structured interviews. The sample consisted of undergraduate students (n=472) of the degree of Primary Education from the Faculty of Education Sciences of a Spanish university. The results show significant changes in the learning process of the students, in social relations and in the teaching methodology.

This paper explores misconceptions and errors (M/Es) of eighth-grade students in Nepal with a quasi-experimental design with nonequivalent control and experimental groups. The treatment was implemented with teaching episodes based on different remedial strategies of addressing students' M/Es. Students of control groups were taught under conventional teaching-learning method, whereas experimental groups were treated with a guided method to treat with misconceptions and errors. The effectiveness of treatment was tested at the end of the intervention. The results showed that the new guided treatment approach was found to be significant to address students' M/Es. Consequently, the students of experimental groups made significant progress in dealing with M/Es in mathematical problem-solving at conceptual, procedural, and application levels.

The purpose of this research is to provide empirical evidence of the influence of perceived usefulness, convenience, experience, gender, and age on the intention to use e-learning after the government's school closure policy due to the Coronavirus disease (COVID-19) pandemic. Our sample is junior high school teachers in Indonesia and the data are analyzed using the Structural Equation Model (SEM). We show that perceived usefulness has a positive influence on e-learning intentions. The perceived convenience is not the reason for the teachers to use e-learning because they have no other alternative in carrying out their duties apart from e-learning. Besides, we have also found that gender and experience influence e-learning intentions. The teachers with different genders and experiences continue to implement e-learning as their way of teaching during the pandemic. The younger teachers have a higher intention of using e-learning. They have adequate digital abilities and are more confident in using e-learning, so they have a great intention in implementing e-learning for the delivery of the materials. Experienced teachers will find it easier to find the use and convenience of e-learning. Apart from experience, male teachers also report that it is easier to grasp the ease of e-learning. However, older teachers show more concern about their perception of system usability as a reason for using e-learning than system convenience.

A large number of articles in the field of science education reflect on scientific literacy as the main goal of science education (SE), although often with varying viewpoints. Nevertheless, researchers have begun to highlight subject-specific teaching practices that are expected to specifically enhance science subject teaching, including biology. The main aim of this theoretical article is to come on consensus and to conceptualise the term biological literacy (BL) more clearly and to present a theoretical concept of BL, composed on the basis of systematically analysed articles. This theoretical concept includes two dimensions of BL: (1) cognitive (cognitive skills, conceptual understanding, biological inquiry) and (2) affective dimension, based on systematic literature review (SLR). This theoretical concept also includes in addition four dimensions of BL: (3) sustainability; (4) interdisciplinarity, (5) career awareness and (6) nature of biology (NOB), based on literature review (LR) of recent decades, that was conducted to write theoretical overview of this research.

This study aimed to investigate the mediation role of coping with stress between psychological capital and teacher well-being based on positive psychology, conservation resource, and broaden-and-build theories. Participants in this study were 836 teachers from three clustered, ethnically diverse public universities. Our findings showed that, in line with previous studies, the psychological capital (PsyCap), coping with stress (CWS), and teacher well-being (TWB) dimensions showed the best fit in our data. PsyCap was related positively to TWB (total and dimensions), CWS, coping through withdrawal, and negative coping with acceptance and change. The indirect effect of PsyCap on TWB through coping with stress was fully mediated. PsyCap also positively and directly affected TWB and CWS. Coping through acceptance and change were fully mediated by PsyCap and TWB dimensions, while coping through withdrawal was not. PsyCap directly and positively affected coping with stress (acceptance and change) and negatively affected coping through withdrawal. Future theoretical and practical implications are discussed.

Multicultural education improves educators’ understanding of the complexities of different cultures and the inherent intersectionality of race, gender, class, and exceptionality to liberate students from oppressive structures within society. The purpose of this study is to illuminate the perceptions of educational leadership graduate students regarding multicultural education and transformative leadership through the lens of critical pedagogy. During this qualitative case study, the researchers used course materials, including discussion and responses, book reviews, and presentations, to answer these research questions: What factors drove the graduate students to want to seek out further experiences for them or their students with multicultural education? What did the participants perceive as potential barriers to influencing educational reform? In what ways did the perceptions of the graduate students regarding multicultural education change over the course of a semester? Three themes emerged from the analysis, the illusion of inclusivity, cultural awareness, and the disconnection between theory and practice. This research could impact current and potential future educational leaders and provides information that would benefit school districts, teachers, and students.

The purpose of the study was to examine correlations between perceived teacher innovation (PTI) and self-regulated learning (SRL), where learning motivation, self-efficacy, and learning transfer help illustrate the interplay between and among influencing variables in the teacher-student relationship. This study gathered 213 valid questionnaires out of 355 participants in the Design Thinking for Data Scientists, which is one of the courses taught from a university in Taiwan. This study has analyzed the possible linkage in the Structural Equation Modeling (SEM) through the path coefficient. The ensuing data analysis study has shown that learning motivation, self-efficacy, and learning transfer not only served as the mediator effects in the PTI and SRL but also played small moderating effects. It appears that when learning motivation, self-efficacy, and learning transfer decrease, the interplay between PTI and SRL becomes stronger. It is necessary to increase the level of intrinsic motivation by the perception of greater innovation in teaching materials. By so doing, students would be more receptive and affective of course contents in the classroom and regulate themselves to achieve educational goals. The implications of teachers' perceptions of pedagogical innovation for learning motivation and learning experience are likewise discussed.

Creative thinking skills are 21st century learning needs that can be applied through the Scientific Reading Based Project (SRBP) model. The purpose of this study is to empower creative thinking skills through SRBP models in science learning in elementary school teachers’ education students. This research is mixed research with qualitative and quantitative approaches. Qualitative research is used to explore students' creative thinking abilities. Quantitative research uses a quasi-experimental approach carried out for six months on the candidates of elementary school teachers’ education. Participants in this study were the candidate of elementary school teachers’ education of 75 people who took the Basic Concept of Science subject. Data collection in this study was through observation, documentation, pre-test, and post-test with essay questions to measure creative thinking skills. The final result of the project is the final product to measure creativity. The data analysis used was an ANOVA test to measure every aspect of creative thinking skill. Qualitative analysis was used to describe the learning process and the final project of creativity. The results showed that there was an increase in creative thinking skills from aspects of flexibility, elaboration, fluency and originality. The SRBP model has a positive effect on improving the ability to think creatively.

Learning in high schools has used a lot of smartphone assistance to make it easier for students to understand the material explained by the teacher. However, with the many uses of smartphones in learning, of course, it must provide positive benefits to the ability of students, especially the science literacy ability. In this study, the objectives to be achieved are to examine how much the smartphone's usability in physics learning, examine students' science literacy and examine the effect of the smartphone’s usability on students' science literacy in physics learning. The method used in this study is a quantitative method with a research design used is a one-shot case study. The data on smartphone usability is obtained using a questionnaire, and science literacy of students is obtained through on physics science literacy test. The results of this study indicate that the smartphones usability and students' science literacy in physics learning are respectively in the high and medium categories with a respective percentage of 57.20% and 36.36%. The students' science literacy is influenced by the smartphone's usability in physics learning by 34.30%. These results indicate that smartphone usability by most students is very high, but has not been able to contribute optimally to students' science literacy. Therefore, special treatment is needed in utilizing the use of smartphones in physics learning so that students' science literacy can be optimized.