‘Panic-gogy’ is a term that describes the educational situation during the pandemic due to the transformation phenomenon from face-to-face learning to distance learning. Various types of research are used to uncover the constraints of this phenomenon, but not many researchers use phenomenological studies with parents as participants. Therefore, we used a phenomenological study to describe parents’ views on the constraints, expectations, and approvals regarding the preparation of distance learning modules at the junior high school level (aged 13-15 years). Data collection was carried out using semi-structured interviews. Data were analyzed using NVivo-12-assisted thematic analysis. The main findings are that most parents experience problems. Namely, children do not understand mathematics material, incomplete explanations of material from teachers, internet disturbances, and quota limitations, and children cannot learn mathematics optimally during the distance learning period. Most parents want face-to-face learning to be carried out immediately, teachers to provide detailed explanations, and use digital learning platforms. In addition, 85% of parents agree that mathematics teachers should develop distance learning modules. However, because the pandemic is still not over, this study recommends using blended learning to maintain the quality of mathematics learning.

In the vulnerable and unstable contexts that characterize populations in mobility between countries, especially immigrants and refugees, the second language learning has assumed new traits of difficulty. To help the new generation of learners, mainly with origin in forced immigration, the mobile-assisted learning helps motivation for language learning and reduces anxiety related to language acquisition. Attending to this challenge educational scenario, this review study presents a literature systematic analysis and a concrete technology tool that advocates the student-centered approach. A mobile pedagogical plan was developed for the learning of European Portuguese as a Second Language and as a Foreign Language. A critical review of 38 studies was conducted to understand how the mobile-assisted learning responds to the inclusion and education, especially concerning minorities. Based on previous empirical data with 108 immigrants, we understand the type of tasks that new immigrants have more difficulty learning in Portuguese. It was developed as a mobile app for Android, IOS, computers and tablets: the GoGenius app. In mobile format, individuals can access fourteen themed units with a symmetrical game architecture. These games focused the tasks and themes with priority for new language learners who recently arrived in a hosting country. These units involve a consistent number of working hours that intentionally intend to complement to the contact hours that the subjects have in classroom contexts or in unstable communication contexts (daily communication). This technology project aims to match “tailored” psychological and technological resources. Flipped classroom approach showed how mobile-assisted learning reinforces the educational goals worldwide, specifically for language learning. However, mobile tools should be well structured and centered on students’ needs, especially with migration backgrounds.

Teaching a subject in a vocational high school (VHS) requires specialized instructional design strategies. Recently, instructional VHS used a computer-based platform to teach theory and practice. The computer will assist teachers in creating instructional media. This study aims to design augmented reality-based virtual laboratory media for electro-pneumatic practicum learning in order to ease teachers and students to learn the pneumatic practice. It is specially designed for practical learning purposes. The method used in this research is research and development. The assessment results from Instructional design experts 4.5, material experts 4.5, media experts 4.4, and language experts 4.8. Based on the assessment of experts, this augmented reality-based virtual laboratory media is feasible to use. Next, the results of this study are a prototype of students' pneumatic practice tools installed on mobile phones consisting of eight worksheets. In the designed augmented reality media, 1) 3-dimensional pneumatics can be rotated in all directions so that students understand. 2) Pneumatic job sheet, where on the augmented reality media designed for the simulation circuit, there is an explanation of the components and how they work, and a simulation through markers.

The various intuitive reasoning types in many cases comprise the core of students’ misconceptions about concepts, procedures and phenomena that pertain to natural sciences. Some researchers support the existence of a relatively closer connection between the right hemisphere and intuitive thought, mainly due to a notably closer relation of individual intuitive cognitive processes with specific right hemisphere regions. It has been suggested that individuals show a different preference in making use of each hemisphere’s cognitive capacity, a tendency which has been termed Hemisphericity or Hemisphere Preference. The purpose of the present study was to examine the association between hemispheric preference and students’ misconceptions. A correlational explanatory research approach was implemented involving 100 seventh grade students from a public secondary school. Participants completed a hemispheric preference test and a misconceptions documentation tool. The results revealed that there wasn’t any differentiation in the mean score of misconceptions among the students with right hemispheric dominance and those with left hemispheric dominance. These findings imply a number of things: (a) the potential types of intuitive processes, that might be activated by the students, in interpreting the biology procedures and phenomena and their total resultant effect on students’ answers, probably do not have any deep connection with the right hemisphere; (b) it is also possible that students might use reflective and analytic thought more frequently than we would have expected.

The increasing sophisticated learning technology and COVID-19 have pushed the teaching-learning process to use pedagogy, andragogy, and cybergogy approaches. The current research aims to investigate the relationship between the practices of these three approaches and student self-regulated learning. The structural equation model used indicates that pedagogy practices may affect the andragogy practices in teaching-learning process. Pedagogy approach shows no direct effect but has an indirect effect on students’ self-regulated learning. The indirect effect comes from the pedagogy-andragogy continuum and the impact of pedagogy instruction on cybergogy practices. Andragogy practices also gives a significant impact on students’ self-regulated learning and how the students use learning technology in cybergogy approach. Andragogy and the continuum of cybergogy promote students’ self-regulated learning. These results indicate that pedagogy-andragogy continuum can have an interplay with cybergogy. The interplay of these approaches may encourage students’ self-regulated learning. The current research can be a baseline to construct a new approach in teaching-learning process and its instructions in the classroom.

Many students have misconceptions about mathematics, so preservice teachers should be developing the skills to notice mathematical misconceptions. This qualitative study analyzed preservice teachers' skills in noticing student misconceptions about algebra, according to three aspects of noticing found in the literature: attending, interpreting and responding. Participants in this study were seven preservice teachers from one university in the capital of Aceh province, Indonesia, who were in their eighth semester and had participated in teaching practicums. Data was collected through questionnaires and interviews, which were analyzed descriptively. The results revealed the preservice teachers had varying levels of skill for the three aspects of noticing. Overall, the seven preservice teachers' noticing skills were fair, but many needed further development of their skills in interpreting and responding in particular. This university’s mathematics teacher education program should design appropriate assessment for preservice teachers’ noticing skills, as well as design and implement learning activities targeted at the varying needs of individual preservice teachers regarding noticing student misconceptions, in order to improve their overall teaching skills.

This research aims to describe secondary school students' functional thinking in generating patterns in learning algebra, particularly in solving mathematical word problems. In addressing this aim, a phenomenological approach was conducted to investigate the meaning of functional relationships provided by students. The data were collected from 39 ninth graders (13-14 years old) through a written test about generating patterns in linear functions. The following steps were conducting interviews with ten representative students to get detailed information about their answers to the written test. All students' responses were then analyzed using the thematic analysis software ATLAS.ti. The findings illustrate that students employed two types of approaches in solving the problem: recursive patterns and correspondence. Students favored the recursive patterns approach in identifying the pattern. They provided arithmetic computation by counting term-to-term but could not represent generalities with algebraic symbols. Meanwhile, students evidenced for correspondence managed to observe the relation between two variables and create the symbolic representation to express the generality. The study concludes that these differences exist due to their focus on identifying patterns: the recursive pattern students tend to see the changes in one variable, whereas the correspondence ones relate to the corresponding pair of variables.

The teaching of experimental sciences in high school contributes to the development of a set of cognitive, methodological, and psychomotor skills among learners. Combining, both theoretical and practical aspects, it involves an important use of scientific experiments in the process of knowledge construction. With the help of appropriate tools that include interviews and observation of teaching practices, data related to the constraints encountered in the implementation of scientific experiments in the high school life sciences classroom was collected as well as proposals of solutions to overcome these constraints. The results show the existence of a set of constraints that oppose the realization of experiments in class. These constraints are not only limited to insufficient or deficient external factors but also to the teachers' relationship to knowledge which influences their choice of teaching activities within a predefined curriculum.

Graduates of higher education need, in addition to knowledge, skills such as cooperation, communication, and problem-solving to cope with their working life. Collaborative learning environments like co-creation, are gaining attention for their ability to cultivate these essential skills. This study aims to investigate the understanding and efficacy of co-creation from the perspective of 145 undergraduate students enrolled in a physics course, using a questionnaire. Design thinking, using the double-diamond model, is applied as the co-creation methodology. The study examines the effects of co-creation and design thinking on teamwork and the development of skills. The study also discusses the differences in co-creation, design thinking, teamwork, and skill development among various demographics, previous co-creation experiences, and teaching methods. The findings demonstrate that the majority of students understand the concepts of co-creation and design thinking, and that their co-creation teams functioned satisfactorily, leading to the development of necessary skills. However, increasing age seems to be an inhibiting factor. Finally, the study shows that students who prefer co-creation as a teaching method or have previous co-creation experiences are more receptive to this approach.

Morocco has undergone significant reforms in the education and training field, including the implementation of preschool education as a compulsory stage in the education system. Several studies have shown that attitudes toward science tend to decline between the ages of 11 and 14. Therefore, it is crucial to promote the acquisition of different modes of reasoning and forms of thought from early childhood. The primary objective of preschool education in Morocco should be to promote positive attitudes toward science. This study aims to analyze the preschool program prescribed in the Moroccan curriculum framework with regard to scientific awareness as well as its methodological and practical implications. The analysis was conducted using a designed grid and including the following criteria: construction of school science; axiological and psychological foundations of science learning; objectives and competencies; contents; approaches; activities; teaching strategies; didactic resources; pedagogical design and evaluation. The study's findings revealed that the Moroccan Curriculum Framework for Preschool Education featured a number of dimensions related directly to scientific awareness. However, no explicit statements about scientific awareness or science literacy were made. Moreover, some elements suggested in the program document were out of phase with the current trends of scientific awareness. Therefore, the study offered some suggestions for improving the proposal provided by this pedagogical document. In conclusion, Morocco's focus on preschool education is a positive step towards building a more scientifically literate society. However, to fully benefit from it, the guidance document must be revised to reflect current scientific awareness trends.

Although the central role of classical mechanics in physics teacher education is undisputed, divergent interests and perspectives from different disciplinary cultures might exist when thinking about how to best support pre-service teachers' professional development. In this article, we report the results of an exploratory mind map study to investigate which classical mechanics topics are regarded essential for physics teacher education according to N = 29 experts from different physics disciplines. The participants’ mind maps were analyzed using a category system and frequency analysis was applied. The results hint at similarities and differences in terms of key topics to be addressed in physics teacher education on classical mechanics according to experts from different physics disciplines, e.g., in terms of the depth of mathematics considered relevant for physics teacher education.

Research on conceptual understanding is one of the first steps in designing materials to improve learning. Literature reports that students have difficulties analyzing and describing phenomena in electric circuits. This report contributes to students' conceptual difficulties regarding simple electrical circuits by systematically analyzing an open conceptual test answered by 531 first-year engineering students. We found students' reasoning that has not yet been reported in the literature as misconceptions or difficulties. To deepen our understanding of students' difficulties, we chose five students by convenience to interview. We present evidence that there are two main contributions to the taxonomy in this study: the Series Circuit Misconception, which is when students convey that the current through bulbs is the same because they are in series, using that as a mnemonic ignoring any change in the circuit; and the Inverse Parallel Circuit Misconception, that is when students mention that the resistance of the circuit decreases when disconnecting bulbs in parallel, neither are reported in the literature. The results of this study have implications for physics education research in electric circuits and educational practice in the classroom.

An issue that has preoccupied young researchers and educators is the interaction of the fields of special and intercultural education as well as the factors that lead to the coexistences of them. The purpose of this study is to examine the factors that hinder the learning process of second-generation immigrant students in Greek primary schools. The ages of the children we will refer to are 7-8 years old due to the school achievements in reading and writing that are mastered up to this age point. This study is part of a larger study, which consists of qualitative and quantitative data from two research tools: interviews and questionnaires from teachers and guardians. The results were divided into categories. One of the main ones that stand in the way of children's learning is psychological and social factors, according to 91.8% of the participants in the questionnaire. In addition, it is worth noting that 82.6% argued that the reason students have learning difficulties is due to biological reasons. In conclusion, there is a correlation between learning difficulties and intercultural education that should be studied. The latter can play a pivot role to the assistance of the diverse categories of students' needs.

The teaching of speaking in English as a foreign language (EFL) classes in the Province of Aceh did not rely on the suggested techniques and methods. This teacher-designed technique, which was mainly textbook-based, has left an unpleasant learning experience among students. Therefore, we conducted a quantitative research study to experiment with how students responded to contextual teaching and learning (CTL) to see the effect of transitioning from a teacher-established method to a systematically planned learning approach and compare how students progressed over time. The experiment was carried out by teachers who had received assistance in preparing the lesson and practicing the lesson plan. The six-meeting experiment was conducted in 11 small classes, with a total sample of 132 students. The student improvement after the first four meetings (cycle 1) was compared using inferential statistical analyses with that after eight meetings (cycle 2). The results show that the student’s achievement significantly improved in the first cycle and continued to improve, although at a lower rate, in the second cycle. This result suggests that CTL can be used to transition from a traditional teaching method to a more established method in EFL teaching. Therefore, teachers need help planning their teaching and practicing how to implement the teaching plan accurately.

This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.

This study aimed to explore the implementation and impact of the Flipped Learning Model (FLM) and STEM Approach in elementary education. The advancement of technology and the Covid-19 pandemic has increased the importance of e-learning, including in elementary schools. The literature review analyzed 193 academic works published in the past six years using NVivo, Mendeley, and VOSviewer software. The validity of the data was verified through the analysis of five online databases. The results showed that STEM research has been well-developed with innovative approaches that improve learning outcomes, while FLM research in elementary schools is limited. The study suggested that combining FLM with STEM Approach (FLM-SA) can optimize learning in the technological era. By integrating FLM-SA, students can engage in active learning experiences in class and acquire fundamental knowledge outside of class, offering a solution to e-learning challenges. The study emphasized the strong connection between FLM and STEM Approach and how they can support each other to enhance student learning.

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.

This study investigated pre-service biology teachers' (PSBTs’) technological pedagogical content knowledge (TPACK) development. A TPACK-based technology integration course (TPACK-BTIC) was implemented. The study employed a convergent parallel mixed-methods approach. A TPACK survey questionnaire and interview schedule were used to collect data from 50 PSBTs. The quantitative data were analysed by computing means, standard deviations, and dependent samples t-tests, while qualitative data were analysed using deductive thematic analysis based on the TPACK domains. Findings indicate that the intervention positively affected PSBTs’ TPACK development with significant improvements in technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and overall technological pedagogical content knowledge domains. In contrast, pedagogical content knowledge (PCK) and pedagogical knowledge domains showed no statistically significant improvements. PSBTs’ engagement in microteaching lesson study, reflection on using technology, and collaboratively designing lesson plans improved PSBTs’ TPACK domains. The study recommends that teacher training institutions consider implementing content-based technology integration courses that engage pre-service teachers in microteaching lesson study, reflecting on technology use and collaborative designing of curriculum materials that involve using technology to support their TPACK development.

This article explores the integration of physics knowledge and science, technology, engineering, arts, and mathematics (STEAM) education in high schools through a unique project that connects traditional Vietnamese culture with the production of moon-shaped lutes. The moon-shaped lute, known as “Đàn Nguyệt” in Vietnamese, holds great cultural significance in Vietnam. By incorporating physics principles into the lute production process, students develop a deeper understanding of its construction, sound production, and structural stability. They explore concepts like material selection, sound propagation, and ergonomic design to enhance the instrument’s craftsmanship and playability. This interdisciplinary approach not only fosters scientific and technical skills but also preserves and promotes traditional Vietnamese culture. Engaging students in projects that combine art, science, and culture highlights the power of STEAM education in nurturing well-rounded individuals who have a strong connection to their heritage. The integration of physics knowledge and cultural elements in this project demonstrates the value of interdisciplinary learning and its impact on students’ appreciation for their cultural identity.

Teachers' learning styles are a crucial part of the learning process as they determine how teachers' brains capture and integrate information linked with the senses. Kurnia, identified as an auditory teacher, was expected to capture written information in a provided numeracy problem. Nevertheless, she prefers to capture visual information, like tables or figures, and utilize them to develop thought-provoking questions. Thus, this study intends to investigate her reasons and the factors affecting Kurnia's decision to utilize visual information as a reference in developing questions. This research adopts a qualitative design covering a case study. Kurnia was selected from 32 teachers from 28 schools; roughly 43% were from public schools, and 57% from private schools. Kurnia placed more emphasis on pictorial information before proposing questions, which was caused by situational factors: the subject matter, the grade level, the student's engagement in the class, the teacher's experience, the teaching experience, and the diversity of students' learning styles. This article recommends that teachers recognize their learning styles to know their strengths and weaknesses in teaching mathematics, and that they convey understandable information utilizing effective instructional methods that represent each learning style of students in the classroom.