Learning evaluation is a complex task, and this study illustrates the Constructive Assessment of Learning as a complementary alternative to evaluate the computational cognition schema construction. The authors designed a mental representational task under the Chronometric Constructive Cognitive Learning Evaluation Model. Control and experimental groups performed a conceptual definition task based on the Natural Semantic Network technique (NSN). They defined ten target concepts related to computational cognition theory, using verbs, nouns, and adjectives as definers. Afterward, the participants rated the conceptual quality of each definer one by one, on a scale of one to ten; the higher the rating, the greater the quality of the definer to define the target concept. The results indicate that the NSN technique was sensitive to measuring and discriminating cognitive changes in knowledge structures produced by the specific learning of computational cognition theory. In contrast, the learning of broad psychology subjects produced general cognitive changes without organization related to the specific learning of the evaluated course. Data showed more sophisticated cognitive change patterns on the evaluated schema in the experimental group than in the control group. The findings of this study suggest that cognitive assessment techniques can be helpful in the formative assessment of learning and provide clear indicators of students' knowledge management skills.

School quality has become a guiding concept that increasingly shapes educational planning and school development. For many decades, it has been a topic of significant interest, resulting in a wide-ranging and diverse research field. However, it is far from clear how school quality should be defined, what it should encompass, and how it influences student performance. The goal of this scoping review is to examine the existing evidence of the relationship between characteristics of school quality and student cognitive output/ student performance in secondary school. More precisely, it aims to (a) identify, (b) categorize, and (c) examine and evaluate the effects of characteristics of school quality affecting student performance and teaching characteristics in secondary school. In order to achieve these aims, we selected, clustered, and analyses 37 articles. The process was conducted by the research group through regular meetings, discussions, and consensus decisions. Our findings contribute to the comprehensive body of literature by identifying the following dimensions: aims and strategies for quality development, leadership and management, professionalism, school culture, and resources. Furthermore, the review revealed that although the field of school quality has been extensively researched, it lacks consistency, with many different operationalisations and definitions, making comparisons and syntheses challenging or even impossible. We believe that clear operationalisations and definitions are crucial to achieving comparability. Additionally, to achieve a standardized understanding of school quality and establish the categories internationally, uniform, theoretically sound, and content-related definitions of each category are necessary.

The need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

Critical thinking is a skill that enables individuals to keep pace with changes and enhances crucial competencies for contemporary competitiveness. Many researchers have studied learning management approaches to develop students' critical thinking, resulting in a substantial body of knowledge but lacking clear systematic summaries. The researchers aimed to (a) examine the effect sizes and research characteristics influencing students' critical thinking, and (b) compare the effect sizes of learning management approaches after adjusting with propensity score matching from 108 graduate research published between 2002 and 2021. Data were collected using research characteristics recording forms and research quality assessment questionnaires. Effect sizes were calculated using Glass's method and analyzed through random effect, fixed effect, and regression meta-analysis. Findings revealed that (a) research on developing learning management approaches influences students' critical thinking at a high level (d ̅ = 1.669), with nine research characteristics, including the field of publication, courses, total duration, teacher learning process, learning media, measurement and evaluation, research design, research statistics, and research quality, statistically significantly influencing students' critical thinking, and (b) after adjustment, inquiry-based learning significantly influences students' critical thinking. Recommendations for developing students' critical thinking include learning activities that encourage problem exploration, expanding thinking through collaborative analysis, and applying diverse media and activity sheets tailored to context suitability.
 

Since psychological satisfaction is influenced by the interaction between individuals and their environment, it is necessary to create a cooperative climate at the organizational level and strengthen collective innovativeness at the individual level to improve teachers' job satisfaction. Therefore, the study investigated whether collective innovativeness can be mediated by the school climate to enhance teacher job satisfaction. This study extensively examined survey data with a sample of 3,976 teachers in Shanghai through Structural Equation Modeling, obtained from Teaching and Learning International Survey (TALIS). The findings revealed that teachers' collective innovativeness served as a significant mediator between school climate and job satisfaction. Furthermore, higher levels of collective innovativeness among teachers amplified the influence of school climate on their job satisfaction. These findings show that schools should strive to foster a collaborative school climate and provide support for teachers in implementing innovative and collaborative teaching activities with the aim of enhancing their job satisfaction. Above all, efforts are needed to support teachers' active and cooperative practice capabilities in building teacher-student relationships.